Graduação em Saúde Coletiva: subsídios para um debate necessário

Abstract

but there is still no close correlation among the projects currently operating in the Brazilian context. In Brazil, this initiative was initially associated with the accumulated institutional experience of teaching Public Health as a subject in different undergraduate health courses, enriched by the tradition in graduate studies (both stricto sensu, or Master's and PhD courses, and lato sensu, such as Executive Master's courses). International experiences with similar courses, recommendations from the document on Essential Public Health Functions published by the Pan-American Health Organization (PAHO), and curricular guidelines for undergraduate courses also provide important substance for developing these proposals. In addition, it is important to recall the emergence of the debate on the expansion of the supply of higher education in Brazil, and as a development, the country's efforts at social inclusion, phenomena that have given undeniable impetus to the movement to expand enrolment and create new undergraduate courses.The Unified National Health System (SUS) also places demands on Public Health as a field. The National Health System needs graduates in Public Health with a professional profile qualifying them as strategic actors and with a specific identity not guaranteed by other available undergraduate courses. Thus, far from displacing other members of the health team, this new actor becomes an organic member of the Public Health professional field.Despite this proposal's institutionalization within the supply of undergraduate courses in numerous universities, it still raises controversies and challenges. The discussions waged in the development of this undergraduate education include a whole range of issues that remain unresolved, including the training model, the degrees or titles granted to graduates, and the work market. However, regardless of adherence to the proposal for an undergraduate course in Public Health, there appears to be consensus that it is indispensable to train professionals using an interdisciplinary approach, without neglecting elements from the biomedical model, linking to knowledge from the human and social sciences, thus shifting from an eminently individual focus to the collective domain.We know how difficult it is to work with an absolutely unprecedented proposal, as in this case, given Brazil's pioneering position in the implementation of such education in the so-called Third World, especially if one considers the need to guarantee the basic material and subjective conditions, ranging from securing resources from the state to the need for minimum consensuses for a national project -a democratic construction that is now challenging Public Health, as occurred at many other moments in the field's history.When various institutions find themselves at the stage of defining profiles and organizing curricula, receiving the first students, it is necessary to promote the debate and gather contributions at the epistemological, social/health, and ethical/political levels. Such elements sh...

O ensino da saúde coletiva no Brasil: uma revisão integrativa

“…Essa proposta já é firmada em vários países, principalmente no continente europeu e norte-americano. No Brasil, alguns subsídios são importantes na construção dessa proposta de ensino, tais como as experiências internacionais de cursos e as orientações contidas em instrumento da Organização Pan-Americana da Saúde (Opas) associada a diretrizes curriculares de cursos de graduação 23 .…”

Saúde coletiva: a Abrasco em 35 anos de história

“…Nos quatro minicongressos realizados até novembro de 2013, importantes alterações foram introduzidas na vida da associação e de seus associados, como a aprovação de novos GTs, a criação do Fórum de Coordenadores dos Cursos de Graduação em Saúde Coletiva, mudanças profundas em seu estatuto, levando à mais emblemática delas, a mudança do nome da associação. Alguns estudos têm discutido a saúde coletiva (SC) no âmbito de profissionalização, apontando fundamentos teóricos, sociais e ético-políticos para uma formação em nível de graduação (Padilha, 1997;Bosi, Raggio & Medronho, 2001;Teixeira, 2003;Elias, 2003;Paim, 2006;Bosi & Paim, 2009). Outros buscam recuperar a trajetória da criação dos cursos de graduação em saúde coletiva (CGSC) e a sua implantação em universidades brasileiras (Ruela, 2013;Santos, 2014).…”

A Abrasco e a Experiência da Graduação em Saúde Coletiva

“…Alguns estudos têm discutido a saúde coletiva (SC) no âmbito de profissionalização, apontando fundamentos teóricos, sociais e ético-políticos para uma formação em nível de graduação (Padilha, 1997;Bosi, Raggio & Medronho, 2001;Teixeira, 2003;Elias, 2003;Paim, 2006;Bosi & Paim, 2009). Outros buscam recuperar a trajetória da criação dos cursos de graduação em saúde coletiva (CGSC) e a sua implantação em universidades brasileiras (Ruela, 2013;Santos, 2014).…”