Ensino e aprendizado em serviços de atenção básica do SUS: desafios da formação médica com a perspectiva da integralidade narrativas e tessituras

• Ano de defesa: 2007
• Autor(a) principal: Albuquerque, Carla Pontes de
• Orientador(a): Aguiar, Adriana Cavalcanti
• Banca de defesa: Fontoura, Helena Amaral da , Koifman, Lilian , Pinheiro, Roseni
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade do Estado do Rio de Janeiro
• Programa de Pós-Graduação: Programa de Pós-Graduação em Saúde Coletiva
• Departamento: Centro Biomédico::Instituto de Medicina Social
• País: BR
• Palavras-chave em Português: Educação médica; Integração universidade-serviço-comunidade; Cenário de atenção básica; Reforma curricular; Integralidade em saúde
• Palavras-chave em Inglês: Medical education; University-service-community integration; Basic attention scenery; Curriculum reforation; Integrality in health
• Área do conhecimento CNPq: CNPQ::CIENCIAS DA SAUDE::SAUDE COLETIVA
• Link de acesso: http://www.bdtd.uerj.br/handle/1/4582

This investigation focuses teaching processes, learning and evaluation in medical graduation, which take place in basic services of Single Health System, emphasizing the obstacles and potentialities to the transformation of relations between the creation and the assistance in the integrality perspective, having as reference the National curriculum Strategy to the Medical Graduation Courses approved by the National Education Council in 2001. Basingin a qualitative methodological approach that reunites contributions from ethnography, transdisciplinary research and cartography, there searcher proposes to the reader a dialog with her observations (of formative experiences in basic attention) and data from her own preceptor of medical students involved in activities in a health municipal center . It indicates challenges that should be faced, as: the hegemony of biomedical rationality in the deterining of the technical assistance model and the necessity of university-service-community integration, in the approximation between the graduation course, the working with health and the population s quotidian reality. These questions are associated with the present debate about curriculum integration, permanent education seeking a creative determining praxis that encloses the development of technical and political competencies and the commitment with care in SUS. It concludes that it is just in the quotidian local web in the problematic and exchange between experiences that creative alternatives emerge in the overcome of routines and mechanized practices. These transforming processes are reflection matters to a collective construction of new care projects, emerging new levels in the assistance and formation.