Interdisciplinaridade E Formação Na Área De Saúde Coletiva

Abstract

Resumo O artigo apresenta os resultados da pesquisa que objetivou discutir a potencialidade da práxis e conceitos de saúde pública/coletiva envolvendo profissionais e saberes na construção do conhecimento em saúde no ambiente escolar. O estudo foi desenvolvido durante o ano letivo de 2012 em uma escola pública, na cidade do Rio de Janeiro, com a participação de professores, alunos de ensino médio e estagiários de licenciatura. A metodologia utilizada de pesquisa-ação supõe uma ação coletiva orientada em função da resolução de problemas, identificados a partir de um diagnóstico da situação elaborado pelos participantes. O diagnóstico foi realizado por meio de perguntas dirigidas aos professores e estagiários, e de uma redação direcionada aos alunos. Os resultados obtidos dos professores revelam que a saúde pública é compreendida como dever do Estado na prestação de serviços de prevenção e assistência à saúde. Já a saúde coletiva é associada ao bem-estar físico, mental e social da população. Tanto os professores como os estagiários, que já participaram de projetos interdisciplinares, reconhecem a experiência como positiva. Os alunos reconheceram que a educação é priorizada em relação às condições físicas e sanitárias da escola, mas identificaram em tais condições fatores de risco ao aprendizado e, consequentemente, à saúde e à qualidade de vida. Palavras-chave saúde coletiva; promoção da saúde; escola; qualidade de vida.Abstract This article presents and discusses the results of research that discusses the potentiality of the praxis and public/collective health involving professionals and knowledge in the construction of knowledge in health in the school environment. The study was conducted during the 2012 school year in a public school in the city of Rio de Janeiro, Brazil with the participation of teachers, high school students, and undergraduate interns. The research action methodology involves collective action guided based on the resolution of problems identified from a diagnosis of the situation prepared by the participants. The diagnosis was made through questions made to the teachers and trainees, and an essay directed to students. The results obtained from teachers reveal that public health is understood as a duty of the State in the provision of prevention and health care services. Collective health, meanwhile, is associated with the population's physical, mental, and social well-being. Both professors and trainees, who have participated in interdisciplinary projects, recognize the experience as positive. Students recognized that education is prioritized in relation to the school's physical and sanitary conditions, but identified in such conditions risk factors for learning and, consequently, health and quality of life.

Human Care in Light of Merleau-Ponty's Phenomenology

“…With respect to interdisciplinarity, it has been a continuous and growing process in the health sector, in an attempt to overcome the fragmentation of human knowledge, in a search for a global view of the complex dimension of the health-disease process. 3 In the last three decades, healthcare practitioners have abandoned the strictly biological view of health, 4 acknowledging the complexity of knowledge and practices present in an healthcare model, 5 which corroborates the thought that reinforcement of these practitioners' actions is a challenge in the process to consolidate the holistic care. For this, we consider it is necessary, beginning in the universities, that the healthcare students have access to theories addressing care as an interdisciplinary topic.…”

Comparison between the working environment of nurse managers and nursing assistants in the hospital context

“…Thus, we highlight the difference between the development of multidisciplinary work and the scope of interdisciplinary care. The first concerns an association of different knowledge, while the second goes beyond this interdependence and happens through interaction and dialogue among the different disciplines (32) .…”

Contributions of Public Health to nursing practice

“…In addition, the context of successive crises at the epistemological level in public health practices and in the training of health workers made it urgent to overcome hegemonic biologicism and functionalism (1) and a greater openness to interdisciplinarity to deal with the complexity of the subjects in their illness processes (2) . Concomitant to the emergence of Public Health and opposing the biomedical model, the Unified Health System (SUS) is constructed and legitimated in the 1988 constitution, which concretizes the debate on the importance of care practices and management In health guided by the principles of universality, integrality and equity (3) .…”

“…Considering all that was said and assuming the importance of the intersection between Nursing and Public Health for the production of care in the SUS, this research aimed to analyze the perceptions of a group Bachelor of Nursing students about the contributions of Public Health to nursing practice In the Unified Health System. In this work, the theoretical framework delimits on Public Health (1)(2)7) , in its complexity and interdisciplinarity, as an area of knowledge linked to professional and political practice, committed to the public and contrary to the monopoly of biomedical discourse.…”