Development of relational competencies in public occupational therapy programs in Brazil

Abstract

Introduction: Relational competencies play a central role in the educational processes guided by international propositions for the training and practice of occupational therapists. Objectives: The presented research aimed to analyze the alignment of the curricula of Brazilian public occupational therapy programs with competency-based pedagogy, to understand the development of relational competencies, and to compare Brazilian curricular content with international propositions regarding these aspects. Method: A documentary study was carried out on the pedagogical projects of 20 public occupational therapy programs, along with the application of a semi-structured questionnaire to 62 faculty members. Results: Fifteen projects demonstrate adherence to competency-based pedagogy or the incorporation of its concepts. Relational competencies are part of the professional profile in 15 projects as well, but four of them present a guiding axis regarding the centrality of their development. Most faculty members consider that the program in which they work is guided by this pedagogy and that graduates develop the expected relational competencies, mainly through practical activities. Despite adherence to competency-based pedagogy, the projects show weaknesses, such as the lack of explicit pedagogical affiliation and conceptual imprecision. An initial process of curriculum alignment was identified with the core elements internationally recommended for the development of relationships. Conclusion: International documents and national curricula need to advance in the composition of relational competencies so that they can reflect the uniqueness of the occupational therapist in understanding engagement in occupations as a tool for social transformation and in promoting inclusion and social participation through relationships established with clients and teams.