INTEGRATION BETWEEN TECHNICAL-SCIENTIFIC KNOWLEDGE AND PEDAGOGICAL KNOWLEDGE OF TEACHERS IN THE HEALTH FIELD

Abstract

This study aimed to analyze the integration of technical-scientific knowledge and pedagogical knowledge among healthcare professionals working as educators. The research consisted of an integrative review with a descriptive qualitative approach, conducted using the PubMed, Lilacs, and SciELO databases and covering articles published between 2015 and 2025; the descriptors used were "Pedagogical Practice," "Health Professionals," and "Didactics." The results indicate that many educators begin their careers with insufficient pedagogical preparation, basing their practice solely on technical knowledge and experience, which constitutes a significant obstacle. A tendency is observed among institutions and educators to prioritize research over pedagogical training. However, continuing education programs have proven effective in enhancing teaching methods and the teaching-learning process. The study concludes that pedagogical training for healthcare professionals in higher education is insufficient and neglected. It is crucial that public policies and institutions promote continuing education programs that effectively integrate didactic and technical knowledge, aiming for teaching-learning effectiveness and quality in health education.