Nanotecnologia aplicada ao ensino superior: perspectivas manifestadas por docentes e discentes do curso de farmácia

Abstract

The approach of nanotechnology in higher education, in the pharmacy course, is an important issue when it comes to general professional training. Due to the interdisciplinarity, the study of this science grows more and more in the pharmaceutical area, standing out in parameters of physical-chemical optimization of medicines, making them more effective, less toxic and with greater selectivity, in addition to the part of diagnostics showing greater precision in the results, which may thus highlight the great importance of the approach to the classroom theme. Given this, the present study understood the limitations for the insertion of nanotechnology in higher education of a private institution in the interior of Paraíba. It deals with a research study with an applied nature, with an exploratory and descriptive analytical character, with a quali-quantitative approach method. Data collection was carried out by means of an electronic form (Google Forms) addressed to the faculty and students of the faculty in question. The research was developed after approval by the Research Ethics Committee (CEP) of Faculdade Santa Maria, located in the city of Cajazeiras-PB. With the development of the research, it was possible to obtain results that reached the initial objectives, and three main perspectives were identified, through which the topics of Nanosciences and Nanotechnology have been inserted. The first one is the description of the difficulties of approaching the subject in the classroom, even if the research population agrees on the importance of the subject being treated and have some knowledge about the applications of pharmaceutical nanotechnology. Second, many disciplines have openings for the insertion of nanotechnology, which may be one of the approach strategies, as mentioned by the student: pharmaceutical biotechnology (15.79%), pharmaceutical technology (36.84%), and cosmetology ( 22.81%). And finally, it is believed that the year of teacher training (most of them graduated in 2001, 40%) can be a limiting factor for knowledge and transfer of information in the classroom based on the theme. Question identified by the response of students when asked about the contact with nanotechnology happen in lectures (44.44%), classroom (46.67%) and internet (48.89%) that support the student's knowledge. This shows an opening for greater curiosity about the subject, and the teacher can use this contact as a bridge for discussion within the classroom experience. So, it is observed that much is known about the subject, but little is discussed, which is one of the greatest difficulties presented by the perspectives of insertion of Nanoscience and Nanotechnology (N&N) in higher education in pharmacy.

DOI: https://doi.org/10.56238/cidpcdsv2-033