2008
DOI: 10.1590/s1981-77462008000300003
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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 nov… Show more

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Cited by 107 publications
(122 citation statements)
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“…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.…”
Section: A Pedagogy Of Potencymentioning
confidence: 99%
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“…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.…”
Section: A Pedagogy Of Potencymentioning
confidence: 99%
“…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).…”
Section: A Pedagogy Of Potencymentioning
confidence: 99%
See 1 more Smart Citation
“…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 .…”
Section: Introductionunclassified
“…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.…”
unclassified