O estágio curricular em Educação Física hospitalar: desafios e avanços na visão de estudantes em um hospital universitário

Abstract

Introduction: Initial training in Physical Education still lacks alignment with the demands of public health, especially in the hospital context, even though it is already recognized as an area of practice within the Brazilian Unified Health System (SUS). Objective: This study aims to understand how former interns and graduates perceive the role of the Physical Education Professional (PEP) in hospitals and the impact of this experience on undergraduate Physical Education education. Material and Methods: This is a mixed-methods study (descriptive qualitative with quantitative support). The data were collected thru an online questionnaire administered to 29 graduate interns. The quantitative analysis was conducted using descriptive statistics with the SPSS software (version 22), while the qualitative data were analyzed thru thematic content analysis. Results: The data indicated that 89.7% of participants became aware of the possibility of hospital practice for the PEP only during the internship. It was also observed that many were previously unaware of the role of the Physical Education professional in the hospital setting. The lack of prior knowledge about the role of the PEP in hospitals reflects limitations in academic training and in curricular integration with the demands of the SUS. Challenges persist, such as a fragmented view of professional practice and the predominance of traditional practices and biomedical hegemony. The study also highlights the need for interprofessional curricula to prepare future professionals to work in teams. Conclusion: Supervised internships are an essential tool to bring students closer to the real demands of public health and to prepare professionals who are more aligned with the principles of the SUS. Curricular reforms are necessary to better integrate Physical Education into the hospital context and to promote a more interdisciplinary, interprofessional, and comprehensive care-centered practice.