Inovação curricular nos cursos de graduação em medicina: o ensino da bioética como uma possibilidade

Abstract

O estudo tem por objetivos sistematizar o estado da arte do ensino da bioética na graduação médica brasileira, com base nos trabalhos publicados nos anais dos congressos da Sociedade Brasileira de Bioética, da Associação Brasileira de Educação Médica e da Rede Unida, e nas revistas Bioética, Brasileira de Bioética, Brasileira de Educação Médica e Olho Mágico dos anos 2000 até 2005, e identificar concepções, conceitos, métodos e pressupostos bioéticos adotados no material pesquisado. Situa-se entre os campos da educação e do trabalho médicos, aqui entendidos como duas práticas sociais que devem dialogar permanentemente, razão pela qual a Pedagogia das Competências e as noções de competência e autonomia, como fundamentação e categorias teóricas, respectivamente, nele se inserem como aportes para compreender o processo de inclusão do ensino de bioética nos cursos de graduação médica, como uma possibilidade de inovação curricular.

Caminho do Diálogo: uma experiência bioética no ensino fundamental

“…The hypothesis to be tested was that the contact helps the sensitization of this age group in relation to the social and environmental responsibilities that will involve their daily life in adulthood, allowing them to become protagonists, actively acting as professionals and citizens for the construction of a more fraternal and fair society. This assumption is in line with the analysis of students' perceptions about bioethics training at undergraduate and graduate levels [14][15][16][17][18][19][20][21][22][23][24][25][26][27] , which highlight the importance of stimulating critical thinking and the incorporation of ethical attitudes, which will be the basis for the teaching of principles, concepts and norms associated with bioethics [30][31][32][33][34] .…”

“…Teaching bioethics is considered a difficult task, since it demands full and broad dedication, but it is not a utopian one 15 . Because of its transdisciplinary and practical nature, bioethics reflection and training activities require active learning methodologies, most of the time challenging teachers to imagine and carry out innovative approaches.…”

“…Bioethics is a pathway for the development of social skills, whose direct and reflexive action, through the insertion of the autonomous individuals, allows them to be the protagonists of a real issue 15 .…”

“…Courses such as medicine 14,15 , biomedicine 16 , nursing 17 , biological sciences 18,19 , clinical engineering and several others for teacher training [20][21][22] include bioethics in their curricula with the aim of, in addition to technical qualification, encouraging a humanitarian behavior in the face of contemporary dilemmas related to students' civic work performance 15,22 . As the teaching of bioethics can not be restricted to a standard didactic model 18 due to its interdisciplinary nature, several methodologies are proposed, focused on active learning processes.…”

“…As the teaching of bioethics can not be restricted to a standard didactic model 18 due to its interdisciplinary nature, several methodologies are proposed, focused on active learning processes. Among these pedagogical approaches, the exposition of problem situations 15,22,23 , internet forums 24,25 , the use of films 16,26 , the production of blogs 27 and alternative production workshops 22 stand out among others.…”