Competência tecnológica crítica em Saúde

Abstract

In a near future, hopefully, the practice of operators of Health systems, policies, programs, and services, will require an inter-transdisciplinary, interprofessional, multi-referenced, culturally sensitive, and politically responsible posture that fosters quality with equity. To achieve such an image-objective, which socio-political and vocational profile will define this professional? For their practice to be effective, creative, and able to solve problems, which principles, values, and attitudes will we need to develop and cultivate? Which knowledge, skills, and competences will be minimally necessary?To answer these questions, we can start with a broader (although superficial) approach to professional education in general.In medieval universities, the education of subjects occurred through general studies (studia generali) comprising two sets of arts that were called liberal arts: trivium (logic, grammar, rhetoric) and quadrivium (arithmetic, geometry, astronomy, music). In colleges and schools of the modern era, with the emergence of the capitalist mode of production and liberal individualism, the so-called mechanical arts were introduced as practical knowledge, management strategies, and productive techniques, adjusted for a vocational and specialized higher education.In today's world, globalized, complex and diverse, interconnected, increasingly accelerated, in need of solidarity and sensitivity, we should reflect on the pertinence and, perhaps, necessity of returning, in higher education, to the concept of general education. To achieve this, we can imagine a pentavium composed of five general elements: (i) linguistic competence (mastering of the mother tongue and of at least one lingua franca, defined by the area of professional activity; (ii) research qualification (analytical reasoning and interpretability skills to produce knowledge); (iii) cultural sensitivity (empathy and capacity for sensitive hearing, with ethics and respect for human diversity); (iv) pedagogical competence (didactic skills necessary to share knowledge); (v) critical technological competence (deep understanding of the means of practice and their implications).In the field of Health, to make the pentavium idea become more than an allegory, both today's and future professional education must search for a singular academic perspective. With a clear and critical awareness of the social implication of care production processes, new professionals need to understand the logics and mechanisms of the techniques and instruments of their practices, so that they can master application forms of technologies developed for interventions in social, individual, and collective bodies. In addition, they must have the competence of use of healthcare knowledge, practices, and techniques, enabling technological evaluation in its operative aspects, mainly cost-benefit and effectiveness. Ultimately, this is the fundamental competence of applying Health promotion technologies with their maximum level of efficacy, transforming efficacy into efficiency (cost...

Formação interdisciplinar numa em universidade Pública no Sul da Bahia (Brasil): desenho institucional, Prototipagem Curricular e inovações Pedagógicas

“…No mundo globalizado, complexo e diverso, interconectado, cada vez mais acelerado, carente de solidariedade e sensibilidade, consideramos a pertinência e necessidade de retomar, no ensino superior, o conceito de educação geral. Para isso, pode-se imaginar um pentavium (Almeida-Filho, 2018). Seus elementos são:…”