RESUMO: O processo de formação do profissional de saúde tem se modificado na busca de educar profissionais com uma visão integral e que proponham mudanças na sociedade. Dentro desse contexto, a saúde da pessoa com deficiência merece destaque, tendo em vista que essas pessoas têm mais barreiras de acessos aos serviços prestados por esses profissionais, tais como dificuldade de comunicação, empatia do profissional, barreiras arquitetônicas, instrumentais, entre outras. Logo, este estudo objetiva analisar como duas universidades públicas discutem a saúde da pessoa com deficiência dentro do currículo do profissional de saúde. Para isso, analisaram-se projetos pedagógicos de oito cursos de Saúde. Concluiu-se que os projetos analisados não garantem uma formação integral no que tange à atenção à saúde da pessoa com deficiência.

ABSTRACT: The process of training the health professional has changed in the search to educate professionals with an integral vision and who propose changes in the society. Within this context, the health of people with disabilities deserves to be highlighted, given that these people have more access barriers to the services provided by these professionals, such as communication difficulties, professional empathy, architectural, instrumental barriers, among others. Therefore, this study aims to analyze how two public universities discuss the health of the person with disability within the curriculum of the health professional. For this, we analyzed pedagogical projects of eight health courses. We concluded that the projects analyzed do not guarantee an integral training regarding the health care of the person with disability.

RESUMO Inicia-se o estudo com as seguintes problemáticas: Existe estabilidade nos pensamentos e decisões de planejamento dos estagiários em sequências de aulas? Ou seja, é possível dizer que existe um perfil de planejamento típico de cada estagiário?; Quais as características dos pensamentos e decisões de planejamento dos estagiários de Educação Física? O design metodológico é qualitativo e quantitativo, de natureza descritiva, em que os instrumentos e técnicas objetivam identificar e analisar os processos de pensamento no planejamento de ensino. A amostra é constituída por 18 estagiários de Educação Física. Para coleta de dados utilizou-se uma entrevista estruturada. Os dados foram tratados com recurso ao programa estatístico SPSS 21, mediante o One Sample T-Test para verificar a estabilidade das decisões e Cluster Analysis para identificar grupos de estagiários baseado na comunalidade das decisões de planejamento. Verificou-se a estabilidade das decisões de planejamento em relação às três entrevistas pré-aula. Os resultados possibilitaram identificar quatro perfis de professores estagiários, com características típicas e atípicas segundo a literatura referendada.

ABSTRACT The study begins with the following problems: Does stability exists in the thoughts and in the trainees' planning decisions in the several classes? In other words, is possible to say that a typical profile of each trainee exists?; Which are the characteristics of the thoughts and the trainees' of Physical Education planning decisions? The methodological design is qualitative and quantitative, of descriptive nature, where the instruments and techniques aim at to identify and to analyze the thought processes in the teaching planning. The sample is constituted by 18 trainees of Physical Education. For collection of data a structured interview nature was used. The data were processed using the SPSS 21 statistical program, using the One Sample T-Test to verify the stability of decisions and Cluster Analysis to identify groups of trainees based on the commonality of planning decisions. The stability of the planning decisions was verified at the three interviews made before the class. The results allowed the identification of four profiles of trainee teachers, with typical and atypical characteristics according to the referenced literature.

Abstract AIMS to diagnose continuing education initiatives and training needs of physical education teachers. The frequency, limitations and alternatives to continuing education were characterized and self-assessment areas of knowledge essential to teaching were analyzed. METHODS Data were obtained from 18 beginning teachers, using the Professional Career Characterization Questionnaire, an inventory of needs and characterization of continuing training and self-assessment of skills in areas of knowledge essential to teaching. Qualitative data were systematized and quantitative data analyzed by descriptive statistics. RESULTS Teachers performed 78 continuing training activities over the last four years, 43 in the technical area of physical education and 28 in school-based Physical Education. The most attended subjects were short-duration and graduate courses. The main limitations identified were the financial and time constraints to training. Self-assessment of the teaching areas was deemed to be sufficient, indicating a margin for new learning. CONCLUSION The teachers showed commitment to their training, with a focus on teaching and awareness of its importance in professional development.