Educational Speech-Language Pathology in the curricula of Speech-Language Pathology Programs in Brazil

Abstract

<jats:p>ABSTRACT Purpose: to investigate the inclusion of Educational Speech-Language Pathology in the curricula of Speech-Language Pathology programs in Brazil. Methods: a descriptive, exploratory, documentary research based on information from public domain documents. Data were collected from the search on the website of the Conselho Federal de Fonoaudiologia, each institution’s curricula being analyzed. Results: a total of 72 higher education institutions in Brazil, offering a Speech-Language Pathology bachelor program, was found. Of those that had their curricula available on the website, 34 offered at least one course on Educational Speech-Language Pathology. In most institutions, such courses had a study load of 40 hours or more, and 87.88% were exclusively theoretical. Conclusion: the presence of Educational Speech-Language Pathology in the curricula represents a progress. However, there is still a long way to go and there are many adjustments to be made for the speech-language pathologist’s training to satisfactorily include the field of education.</jats:p>

The speech-language-hearing pathologist’s training to work in education: what speech-language-hearing undergraduate students have to say

“…Along the same line of the data found in this research, a recent study 6 showed that less than half of the Brazilian undergraduate SLH programs offered specific courses on Educational SLH Pathology. Also, most of those that do offer them, the courses are only theoretical, with a course load of 40 hours or a little more than that.…”

“…Nevertheless, such syllabi lack, for instance, content related to legislation, cooperation between health and education, and the educational situation in the municipality where the HEI are located. It is understood that the initial SLH training to work in educational settings must have a critical-reflexive approach and encompass the public health and education policies, besides the documents that guide the educational practices in Brazil -e.g., the Federal Constitution, Law on Guidelines and Bases (LDB, in Portuguese), National Curricular Parameters (PCNs), National Common Curricular Basis (BNCC), National Policy on Special Education in the Perspective of Inclusive Education, National Education Plan (PNE, 2014-2024), State and Municipal Plans, which must be outlined based on the PNE, and at the local level, the Pedagogical Policy Plan of the school where they will work and the training activities will be carried out 3,6 .…”

“…The pieces of research approaching the SLH pathologist's training to work in education are still scarce. However, recent studies in the field point to the urgency of reflecting on what has been proposed for both initial and continued education, as well as in-service training of SLH pathologists who have been working in this field [3][4][5][6][7] .…”

A formação em saúde coletiva nos cursos de fonoaudiologia de instituições públicas do Nordeste: um estudo a partir das matrizes curriculares

“…Dessa forma, o modelo de formação que ainda hoje é vivenciado na Fonoaudiologia, os docentes repassam os modelos aprendidos na sua formação, e tais modelos são reproduzidos na atuação profissional (10) . Fica evidente, portanto, a necessidade de (re) orientar a formação dos profissionais da saúde a fim de responder às necessidades do SUS (20)(21)(22) .…”

Public health training in public institutions’ speech-language-hearing programs in Northeastern Brazil: a curricular framework study

“…Therefore, in the training format still practiced in SLH Sciences, professors reproduce the models they received in their education, which are perpetuated in professional practice (10) . This demonstrates the need to (re)direct health professional training to meet the needs at SUS (20)(21)(22) .…”