Este trabalho representa uma reflexão sobre práticas extensionistas no campo da saúde em um programa de extensão universitária desenvolvido na Universidade Federal Fluminense, Brasil. A partir das falas/observações de docentes, alunos, profissionais da saúde e cuidadores, foram analisadas as concepções de extensão e formação. O trabalho fundamentou-se no confronto dessas práticas no processo formativo e referenciou-se, academicamente, às diretrizes da extensão universitária/ FORPROEX, a partir de três eixos: cuidado integral em saúde, processo formativo como relação dialógica, e processo formativo como relação prática-teoria. O estudo revelou o potencial extensionista na formação em saúde, isto é, produzir cuidado integral, desde que haja articulação acadêmica e se concilie assistência à indissociabilidade ensino-pesquisa-extensão; extensão é espaço de vivências e confrontos entre teoria e prática numa dinâmica dialógica, multiprofissional e socialmente compromissada.Palavras-chave: Extensão universitária. Formação em saúde. Cuidado integral em saúde.* Elaborado com base em Silva (2012); pesquisa aprovada pelo Comitê
This article examines integrality as one of the doctrinal principles of the Brazilian State Health Policy - the Unified Health System (SUS) - whose aim is to offer health care as a right and as a service. Integrality is the foundation around which managerial activity practices are organized and whose main challenge is guaranteeing access to the health care system's most complex assistance levels. We developed an analytical reference grounded on three dimensions: service organization, knowledge, the practices of health workers and government policy formulation with input from the population. Managerial practices are fertile ground for integrality and are the political arena in which public managers of different government levels, private service providers, health care workers and organized civil society participate. Integrality in health care can only occur through the democratic interaction of subjects involved in the creation of government responses which are capable of contemplating the differences expressed in the health care needs.
Chronic kidney disease is a public health problem throughout the world. Early detection and treatment can reduce morbidity, mortality and associated expenditures. The objective of this research is to examine primary healthcare from a physician's perspective, evaluating the patient's access to other levels of healthcare. Questionnaires were given to 62 family physicians working in primary healthcare units in the city of Fortaleza. Glomerular filtration rate was measured by only 8.1% of the physicians when evaluating patients with diabetes and 4.8% when evaluating hypertensive patients. The majority of physicians (51.2%) refer patients with slight/moderate Glomerular filtration rate reduction to a nephrologist. On the other hand, 25.8% do not refer patients with advanced chronic kidney disease reduction to a specialist. The gap between these levels of healthcare creates a barrier to user access, prejudicing comprehensive healthcare. The creation of new work processes is urgently required and the matrix process is a viable option to connect these healthcare levels for the care of patients with chronic kidney disease or its main risk factors (diabetes and arterial hypertension).
Este estudo discute a concepção de ensino-aprendizagem dos preceptores da disciplina Trabalho de Campo Supervisionado II (TCS II) do curso de Medicina da Universidade Federal Fluminense, visando levantar elementos para uma reflexão sobre a prática docente no processo de transformação do ensino médico. A inserção precoce de estudantes nos serviços de Atenção Básica constitui uma estratégia freqüente nos novos cursos de Medicina. Procuramos levantar a discussão da relevância da epistemologia docente nestas práticas, e nosso referencial adotado foi o construtivismo. Observamos que os preceptores, freqüentemente, apresentam uma concepção empirista de ensino, na qual existe uma desarticulação entre teoria e prática, e passividade por parte do aluno. Porém, ao refletirem sobre a prática, apontam para uma proposta construtivista de ensino-aprendizagem, sendo que a estrutura do TCS II a favorece. A partir deste trabalho, apontamos a importância de conhecer os saberes e práticas dos professores como um ponto de partida para uma formação e reflexão crítica acerca do papel docente, para que se consolidem as transformações desejadas na escola médica.
Introduction: There are still many economic and racial barriers for black and indigenous peoples regarding access to a university degree in Brazil. Although Brazil is mistakenly considered a racial democracy, black people, indigenous peoples and those of low social status are the most affected by such difficulties regarding access to the university. Medical schools are traditionally attended by white, wealthy and upper-middle-class groups, although 54% of Brazilians consider themselves to be African descendants. To deal with this scenario, since 2013, 50% of all vacancies in public universities have been reserved for low social classes, indigenous peoples and African descendants. Our objective was to describe the socioeconomic and racial profile of those attending a public medical school in the state of Rio de Janeiro during a five-year period, analyzing the associations between the Brazilian segregationist structure and inclusion policies. Method: A census study was carried out, including all groups that entered the medical school at a public university in the state of Rio de Janeiro between 2013 and 2017. We applied a self-administered questionnaire that addressed social, ethnic, economic and university admission aspects. The data were analyzed by a simple description of the frequencies and by bivariate analysis. Results: The results show that the majority profile is white, with an annual income higher than US$ 8,640, coming from a private school, with financial support from the family, both parents with higher education and no gender difference. As for the inclusion of non-white people into the course, the current quota system has not significantly increased their presence. Conclusion: We conclude that racial inclusion policies subordinated to economic ones seem to be a barrier to the entry of non-whites to medical school, contributing to racial inequality.
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