O campo da Saúde Coletiva na perspectiva das disciplinas
A proposta deste artigo é relatar criticamente a experiência institucional e curricular de implantação do curso de Medicina da Escola Multicampi de Ciências Médicas do Rio Grande do Norte, da Universidade Federal do Rio Grande do Norte (UFRN). Este relato se coloca como forma de documentar, monitorar e refletir sobre o desenvolvimento das ações de expansão de vagas e criação de novos cursos de Medicina em universidades federais, no âmbito do Programa Mais Médicos. Para tanto, foram descritas de maneira crítica as ações de ensino, pesquisa e extensão já desenvolvidas, além de apresentar uma visão geral do curso e da integração ensino-serviço-comunidade, destacando os êxitos logrados e os desafios no desenvolvimento das ações de ensino, pesquisa e extensão. Por fim, são apresentadas as dificuldades inerentes à implantação de novos cursos fora dos centros urbanos no Brasil.
Innovative teaching-learning process proposals for medical courses have been developed for generalist, humanistic, critical professional education. Beginning with approval of the More Doctors Program, new schools were created, adopting active teaching methodologies and promoting further community-service-teaching integration. This paper is an experience report on the development of the Integrated Experience in the Community module in the medical course at the Medical Sciences Multi-campuses College of Rio Grande do Norte, which provides students with longitudinal insertion opportunities in the healthcare system of the hinterland towns of the Northeast region. This proposed module has been promoting further integration between the university managers, and healthcare workers. The goal of this module is to contribute to securing physicians for in the region and strengthening the healthcare system in the Brazilian hinterland. IntroductionIn accordance with the Federal Constitution of 1988 1 , and the creation of the Brazilian National Health System (SUS) in 1990, Brazil has been undergoing a series of changes in an attempt to rearrange health professional education. Since then, the Brazilian government has facing ongoing challenges in trying to redraft the health care model based on the principles of primary health care (PHC) and the implementation of generalist-oriented educational programs, using PHC as the structuring axis for professional practice 2 . This paper presents the longitudinal insertion experience of medical students in the SUS in the interior of Rio Grande do Norte (RN), which has been added to the set of medical education measures currently underway in the country. The objective was to report the experience with pedagogical planning; agreement with the healthcare network of the cities involved; and the ramifications of the Integrated Experience in the Community (VIC) module, offered from the 2 nd to 8 th semesters of the medical course at the Medical Sciences Multi-campuses College at Federal University of Rio Grande do Norte (EMCM/RN).Although PHC has guided the formulation of health policies in Brazil since the 1990s, only in 2006 did it became a State policy with the publication of the National Primary Health Care Policy (PNAB), which was redrafted in 2011 3 . Among the challenges to the consolidation of PHC in the country, shortages of physicians to work effectively and efficiently at that care level was underscored, especially in the North and Northeast regions. According to Schefferet et al. 4 , despite the significant rise in the number of physicians that has occurred from the 1970s up to the present, unequal distribution remains the same, particularly when related to capital-hinterland differences and the size of Brazilian cities. It can be said that the existence of areas of hyperconcentration and, at the same time, other areas with shortages of physicians, ultimately prevent the establishment of the principles and doctrines that guide the SUS, notably when the aim is universalization, in...
Universidade Federal do Rio Grande do Norte (UFRN), Caicó/RN -BrasilRESUMO -Viver Através de Projetos de Saúde: práticas de educação em saúde no Brasil. O objetivo deste ensaio é analisar os saberes e as práticas de educação em saúde no Brasil tomando como objeto sua emergência histórica na segunda década do século XX, como educação sanitária, e seus desdobramentos mais recentes. Tais saberes e práticas são analisados por meio dos conceitos de práticas discursivas e biopolítica de Michel Foucault. A discussão se inicia com a emergência da educação sanitária no Brasil nos anos 1920 e de suas práticas até a década de 1960, quando ocorre a mudança terminológica para educação em saúde. Por fim, abordam-se alguns dos desdobramentos hodiernos das práticas de educação em saúde e seus traços biopolíticos no contexto marcado pelas estratégias de reorientação do modelo de atenção à saúde no país. Palavras-chave: Educação em Saúde. Práticas de Saúde Pública. Biopolítica.ABSTRACT -Living through Health Projects: health education's practices in Brazil. This paper aims to analyse the health education's practices in Brazil taking as object its historical emergence as sanitary education in the 1920s, and its latest developments. The Michel Foucault's concepts of discursive practices, and biopolitic guided this analysis. The discussion began with the emergence of sanitary education in Brazil in the 1920s and their practices until the 1960s when there is a terminological shift to health education. Finally, were approached some contemporary developments of health education practices and their biopolitical traces in a context marked by strategies for reorienting the health care model in the country.
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