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Inovação tecnológica no ensino de anatomia e fisiologia : um estudo de caso em uma faculdade
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Considerando as profundas transformações impulsionadas pelo avanço das tecnologias digitais, a educação, em especial o ensino superior, não deve permanecer à margem dessas mudanças. No campo da formação em saúde, essa necessidade torna-se ainda mais evidente, especialmente nas disciplinas de Anatomia e Fisiologia, que constituem a base para o entendimento da estrutura e do funcionamento do corpo humano e servem de alicerce para todas as demais áreas do conhecimento biomédico. Apesar de sua relevância, tais disciplinas são tradicionalmente reconhecidas pela elevada complexidade dos conteúdos e pelos desafios metodológicos associados ao seu ensino, frequentemente baseado em práticas tradicionais, como a dissecação de cadáveres, o uso de modelos físicos e a exposição a substâncias químicas. Nesse contexto, o presente trabalho, desenvolvido no âmbito do Mestrado em Educação, especialidade de inovação em educação, do Instituto de Educação da Universidade de Lisboa, teve como objetivo primordial analisar se o uso de tecnologias digitais na criação de ambientes de aprendizagem tecnologicamente enriquecidos para o ensino das áreas de Anatomia e Fisiologia configura uma prática inovadora. A substituição ou complementação das práticas tradicionais por recursos digitais e interativos representa uma mudança não apenas tecnológica, mas também ética, pedagógica e epistemológica, ao ampliar as possibilidades de visualização, de experimentação e de acesso ao conhecimento. O estudo realizado em uma universidade privada, localizada na zona metropolitana de Lisboa, com a participação de seis professores que compõem o quadro docente na instituição e que lecionam as disciplinas de Anatomia e Fisiologia, buscou-se especificamente: (1) analisar as potencialidades do uso das tecnologias digitais no ensino das disciplinas de Anatomia e Fisiologia; (2) investigar como ocorre o processo de implementação e uso dessas tecnologias pelos docentes; (3) identificar as dificuldades enfrentadas e as estratégias de superação em relação ao ensino tradicional; (4) examinar quais etapas e processos de ensino foram viabilizados exclusivamente pelas tecnologias digitais; e (5) avaliar os benefícios e as melhorias percebidas no processo de ensino e aprendizagem a partir da introdução dessas tecnologias. Para alcançar os objetivos propostos, adotou-se uma abordagem qualitativa, por meio de entrevistas com professores de uma universidade privada. Os resultados indicam que o uso de tecnologias digitais, como mesas anatômicas, simuladores tridimensionais, plataformas interativas e QR Codes, amplia significativamente as possibilidades de aprendizagem, ao favorecer o acesso aos conteúdos, a visualização de estruturas complexas e o engajamento ativo dos estudantes. Ademais, os docentes participantes destacaram que a integração dessas tecnologias tem promovido mudanças relevantes na cultura pedagógica, contribuindo para práticas mais inovadoras, colaborativas e centradas no estudante. Os resultados evidenciam que a utilização de tecnologias digitais no ensino de Anatomia e Fisiologia contribui significativamente para a melhoria do processo de ensino e a aprendizagem, ao favorecer a visualização de conteúdos complexos, o acesso à informação e o engajamento discente. Conclui-se, contudo, que a inovação pedagógica não reside apenas na incorporação dessas tecnologias, mas na sua integração intencional e crítica às práticas docentes. Apesar dos desafios identificados, nomeadamente ao nível da formação docente e da infraestrutura, observa-se uma transformação nas práticas pedagógicas, orientada para abordagens mais colaborativas e centradas no estudante. Assim, as tecnologias digitais configuram-se como um importante elemento de inovação, ao promoverem uma aprendizagem mais significativa e alinhada às exigências do ensino superior contemporâneo.
Given the profound transformations driven by advances in digital technologies, education, particularly higher education, should not remain on the margins of these changes. In the field of health education, this need becomes even more evident, especially in the disciplines of Anatomy and Physiology, which form the basis for understanding the structure and functioning of the human body and serve as a foundation for all other areas of biomedical knowledge. Despite their relevance, these disciplines are traditionally recognized for the high complexity of their content and for the methodological challenges associated with their teaching, which is often based on traditional practices such as cadaver dissection, the use of physical models, and exposure to chemical substances. In this context, the present study, developed within the scope of the Master’s Degree in Education, specialization in Innovation in Education, at the Institute of Education of the University of Lisbon, had as its primary objective to analyse whether the use of digital technologies in the creation of technologically enriched learning environments for teaching Anatomy and Physiology constitutes an innovative practice. The replacement or supplementation of traditional practices with digital and interactive resources represents not only a technological shift, but also an ethical, pedagogical, and epistemological one, as it expands the possibilities for visualization, experimentation, and access to knowledge. The study conducted in a private university, located in the metropolitan region of Lisbon, with the participation of six who are part of the institution’s teaching staff and who teach the subjects of Anatomy and Physiology, specifically sought to(1) analyse the potential of digital technologies in teaching the disciplines of Anatomy and Physiology; (2) investigate how the process of implementation and use of these technologies by teachers occurs; (3) identify the difficulties faced and the strategies adopted to overcome limitations of traditional teaching; (4) examine which teaching stages and processes were made possible exclusively through digital technologies; and (5) evaluate the benefits and perceived improvements in the teaching and learning process resulting from the introduction of these technologies. To achieve the proposed objectives, a qualitative approach was adopted, through interviews conducted with professors from a private university. The results indicate that the use of digital Technologies, such as anatomical tables, three-dimensional simulators, interactive platforms, and QR codes, significantly expands learning possibilities by facilitating access to content, enhancing the visualization of complex structures, and promoting active student engagement. Furthermore, the participating teachers highlighted that the integration of these technologies has fostered relevant changes in pedagogical culture, contributing to more innovative, collaborative, and student-centred practices. The results demonstrate that the use of digital technologies in the teaching and learning process, by enhancing the visualisation of complex content, facilitating access to information, and fostering student engagement. It is concluded, however, that pedagogical innovation does not lie solely in the incorporation of such technologies, but in their intentional and critical integration into teaching practices. Despite the challenges identified, particularly in terms of teacher training and infrastructure, a transformation in pedagogical practices is observed, oriented towards more collaborative and student-centred approaches. Thus, digital technologies are configured as an important element of innovation, as they promote more meaningful learning aligned with the demands of contemporary higher education.
Given the profound transformations driven by advances in digital technologies, education, particularly higher education, should not remain on the margins of these changes. In the field of health education, this need becomes even more evident, especially in the disciplines of Anatomy and Physiology, which form the basis for understanding the structure and functioning of the human body and serve as a foundation for all other areas of biomedical knowledge. Despite their relevance, these disciplines are traditionally recognized for the high complexity of their content and for the methodological challenges associated with their teaching, which is often based on traditional practices such as cadaver dissection, the use of physical models, and exposure to chemical substances. In this context, the present study, developed within the scope of the Master’s Degree in Education, specialization in Innovation in Education, at the Institute of Education of the University of Lisbon, had as its primary objective to analyse whether the use of digital technologies in the creation of technologically enriched learning environments for teaching Anatomy and Physiology constitutes an innovative practice. The replacement or supplementation of traditional practices with digital and interactive resources represents not only a technological shift, but also an ethical, pedagogical, and epistemological one, as it expands the possibilities for visualization, experimentation, and access to knowledge. The study conducted in a private university, located in the metropolitan region of Lisbon, with the participation of six who are part of the institution’s teaching staff and who teach the subjects of Anatomy and Physiology, specifically sought to(1) analyse the potential of digital technologies in teaching the disciplines of Anatomy and Physiology; (2) investigate how the process of implementation and use of these technologies by teachers occurs; (3) identify the difficulties faced and the strategies adopted to overcome limitations of traditional teaching; (4) examine which teaching stages and processes were made possible exclusively through digital technologies; and (5) evaluate the benefits and perceived improvements in the teaching and learning process resulting from the introduction of these technologies. To achieve the proposed objectives, a qualitative approach was adopted, through interviews conducted with professors from a private university. The results indicate that the use of digital Technologies, such as anatomical tables, three-dimensional simulators, interactive platforms, and QR codes, significantly expands learning possibilities by facilitating access to content, enhancing the visualization of complex structures, and promoting active student engagement. Furthermore, the participating teachers highlighted that the integration of these technologies has fostered relevant changes in pedagogical culture, contributing to more innovative, collaborative, and student-centred practices. The results demonstrate that the use of digital technologies in the teaching and learning process, by enhancing the visualisation of complex content, facilitating access to information, and fostering student engagement. It is concluded, however, that pedagogical innovation does not lie solely in the incorporation of such technologies, but in their intentional and critical integration into teaching practices. Despite the challenges identified, particularly in terms of teacher training and infrastructure, a transformation in pedagogical practices is observed, oriented towards more collaborative and student-centred approaches. Thus, digital technologies are configured as an important element of innovation, as they promote more meaningful learning aligned with the demands of contemporary higher education.
Descrição
Dissertação de mestrado, Educação (Área de Especialidade em Inovação em Educação), 2026, Universidade de Lisboa, Instituto de Educação
Palavras-chave
Tecnologias digitais Ensino superior Inovação tecnológica Práticas pedagógicas Anatomia - Fisiologia Dissertações de mestrado - 2026