THE CONCEPT OF 'PRECEPTORY' IN THE AREA OF EDUCATION: A CRITICAL SYSTEMATIC REVIEW OF MARXIST JOURNALS

Abstract

This is a systematic review of the literature on the concept of ‘preceptorship’, using 43 journals that publish scientific content in the Marxist tradition in the area of ​​education as sources. The terms ‘preceptorship’, ‘tutor’, ‘assistant teacher’, ‘supervisor’ and ‘clinical teacher’ and their respective translations in English and Spanish were searched for. Twenty-five articles were included to be examined according to the critical content analysis of a Marxist approach. In this article, the following elements are analyzed: characterization of the preceptorship activity and its epistemological references. It is concluded that the preceptorship activity is understood based on the same historical-philosophical assumptions that underlie the so-called “learning to learn” pedagogies, with emphasis on constructivist principles and teaching based on the development of skills, with no specific counterpoint in the light of historical-dialectical materialism. These pedagogical ideas support the training of dehumanized health professionals who are highly adapted to the needs of (re)production of capital, highlighting the need to think of new directions for the training of preceptors in Brazil.