Educação e saúde: ensino e cidadania como travessia de fronteiras

Abstract

Resumo O artigo procura construir, a partir de uma memória da Reforma Sanitária Brasileira e de aproximações entre as áreas científicas da Educação e da Saúde, uma micropercepção (matéria para o pensar, aprender, conhecer) à emergência de um domínio de conhecimento designado por Educação e Ensino da Saúde. Esse domínio emergente estaria bastante associado à invenção da Saúde Coletiva, no campo científico da saúde, e com a invenção do Controle Social em Saúde, no campo da intervenção política nesse setor. O novo domínio de conhecimento seria caracterizado por uma implicação singular do ensino com a cidadania, permitindo a travessia de fronteiras entre educação e saúde pela via da educação permanente em saúde. Os temas do ensino e da cidadania são problematizados com o auxílio explícito ou não (via seus leitores) de alguns pensadores da filosofia e do contemporâneo, como Abstract The article seeks to build, based on a memory of the Brazilian Sanitary Reform and on approximations between the scientific areas of Education and Health, a microperception (matter for thought, learning, and getting to know) about the surfacing of a domain of knowledge designated by Health Education and Teaching. This emerging domain would seem to be largely associated to the invention of Collective Health, in the scientific field of health, and to the invention of Social Control in Health, in the field of political intervention in this sector. The new knowledge domain would be characterized by a singular implication of teaching with citizenship, allowing the bridging of the boundaries between education and health via permanent education in health. The teaching and citizenship themes are problematized with explicit help or not (via its readers) from a few philosophers and contemporaneous thinkers such as Michel Foucault,

Formação em epidemiologia e vigilância da saúde: Cooperação Tripartite Brasil-Cuba-Haiti

“…We took on the challenge of organizing a course that lay far beyond this design, one that was capable of activating the ownership of knowledge and practices present in reality and expanding the potency of and the desire for inventive action, recreator of the institutional presence as a commitment to the collective production of life. We wanted to develop institutional capacities for shared construction of knowledge as the object of this collective learning (Ferla, Ceccim, Dall Alba, 2012), stimulating these professionals to work as active agents in inventing the realities and activities of health surveillance, as participants in a network of institutions and services equipped with the resources needed to analyze the health situation in the country.This epidemiological training was based on the assumptions of permanent education in health (Ceccim, Ferla, 2008), with everyday issues in the services serving as guides to learning. We invested in constructing protagonists through actions throughout the training process, making the educational commitment to identify and face the problems that occur in the daily reality of the health services.…”

“…In this way, the institutional experiences of the three cooperating countries as well as the specific knowledge of the subject areas constituted fundamental inputs to learning, and were constantly rewritten by topics related to the project. In this interface, potential emerged from the very "world of work" that creatively reinvented and reconfigured it, producing "border crossings" related to the limits and problems identified in daily life (Ceccim, Ferla, 2008).…”

“…Mackandal was a mythical and legendary hero of the Haitian revolution who had the power to transform into any animal (butterfly, snake, lizard), and showed that the oppressed would resist and not just survive, inventing ploys to confuse and disturb the enemy. These elements of culture and the arts, as well as affective bonds and the re-singularization of history resulting from metaphorical identification with Haitian beliefs and religion, mixing technical and epidemiological knowledge, helped us to overcome difficulties and misunderstandings and to fill in gaps and barriers, using "border crossings" (Ceccim, Ferla, 2008) in an example of multicultural South-South cooperation.…”

O estimulo à prática da interdisciplinaridade e do multiprofissionalismo: a Extensão Universitária como uma estratégia para a educação interprofissional

“…Os processos de ensino-aprendizagem não se resumem a operações individualizadas numa mecânica intelectual, mas faz convergirem emoções, afetos mútuos, ou seja, pressupõe vários atores que tecem agenciamentos entre o já estabelecido e as novidades científicas e informacionais 16 .…”

Tematizar o impacto na educação pelo trabalho em saúde: abrir gavetas, enunciar perguntas, escrever

“…As Vivências e Estágios na Realidade do Sistema Único de Saúde (VER-SUS), no auge no mesmo período, também destacaram a interdisciplinaridade em face da necessidade de saberes profissionais demandados à análise de sistemas e serviços de saúde e à intervenção em territórios (múltiplos e vivos). Tais experiências/vivências foram responsáveis por manter entreabertas tantas gavetas em nossos corpos de trabalhadores, professores e usuários do setor da saúde, que embaralham ensinar e aprender, ensino e serviço 9 . De certas gavetas escapam inquietações, que insistem em aparecer.…”