Ação comunicativa dialógica e as políticas curriculares na formação médica: aproximações e distanciamentos entre Brasil e Portugal

• Ano de defesa: 2012
• Autor(a) principal: Menezes Junior, Antônio da Silva
• Orientador(a): Brzezinski, Iria
• Banca de defesa: Pereira, Milca Severino , Schultz, Lenita Maria Junqueira
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de Goiás
• Programa de Pós-Graduação: Programa de Pós-Graduação STRICTO SENSU em Educação
• Departamento: Ciências Humanas
• País: BR
• Palavras-chave em Português: Educação médica; Currículo; Saúde; Políticas curriculares e agir comunicativo
• Palavras-chave em Inglês: Medical education; Curriculum; Health; Curriculum policy and communicative action
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://localhost:8080/tede/handle/tede/687

This research aims to study object, as the curriculum practices and policies related to medical education. The methodology developed was a qualitative research method with two cases and comparative studies. The sample was intentional, cut in two courses in medicine, specifically the Papal Catholic University of Goiás - Brazil and the University of Beira Interior - Faculty of Health Sciences - Portugal. The case studies selection followed by four criteria: a) relationship with the research object, b) ease of access to two Medicine courses educational projects c) pedagogical approaches in curricula matrices and d) a comparative research. The overall objective was to compare and analyze policies for medical education curriculum in both countries above cited and analyze the practices of existing curriculum at both institutions, in view of the policies of each country. Thus, the chronological point of view has been used, the approach adopted was limited at present, although they have used historical data to understand the study object. The analytical approach has occurred, at first, in relation to national and supranational policies. The comparative studies have been affected in the opposition between the curriculum political context of the two cases. Philosophically, was based on the Habermas communicative action theory, concerning the modernity his views on the systemic perspective of the world, signing up, so the use of instrumental rationality, communicative rationality and communicative manipulative dialogue, the latter being a facilitator of relationships human-mediated communication. The similarities between the two courses persevere in the teaching curriculum with student-centered learning, the profile of graduates and the largest distances were observed in the great social inclusion PUC Goiás, and the assumption of the internationalization of research and FCS-UBI-Portugal. The conclusion of this study indicated the need for the solidification of the current educational projects, and the opportunity of adopting a reflective school with real proposals in order to glimpse the possibility of changes in social reality.