The teaching of physiotherapy, care, and science: contemporary practices and tensions
Abstract
Physiotherapy was born as an occupation and became a higher education profession, implying the need to adapt to the precepts of modern science. The aim of this article is to discuss the role of scientific education in the training of physiotherapists in terms of the nature of knowledge of practice and the relativization of the role of science in care. For this, qualitative research was carried out with field observations and in-depth interviews, with the data being interpreted by content analysis. As a result, it was found that the teaching of Physiotherapy is performed through the intermediation between the scientific and the non-scientific. Despite a gradual incorporation of science, the link with tacit knowledge and know-how remains impregnated. It is understood that the teaching of Physiotherapy, safeguarding its important peculiarities, has offered comprehensive health care, exposing the practice through a powerful humanistic kaleidoscope.
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