Recontextualização do currículo integrado na formação médica

Abstract

ResumoEste artigo analisa as propostas de currículo integrado de duas escolas médicas de Santa Catarina com o propósito de compreender o processo de recontextualização do currículo integrado mediante a teoria do Dispositivo pedagógico de Basil Bernstein, mais precisamente os conceitos de recontextualização. A partir de questões norteadoras que envolveram a pesquisa, foi possível identificar as ambivalências das motivações e as influências das políticas no campo da recontextualização oficial, assim como os sentidos da integração curricular no campo pedagógico. Constatou-se que tais concepções, influên-cias e motivações são recontextualizadas e reinterpretadas nos diferentes contextos em função da história de vida pessoal e profissional de cada ator social e das complexas conexões com a coletividade, a cultura e as relações de poder.Palavras-chave: currículo integrado, formação médica, recontextualização

The More Doctors Program and the Curricular Guidelines for Medical courses: a comparative analysis among higher education institutions

“…The comparison of the higher education institutions' curricular guidelines allows us to have a panoramic view of how each institution plans the education of the medical professional to act in society. According to Heinzle and Bagnato 36 , the curriculum results from a circularity of discourses and texts. The authors argue that "the political and social construction of the curriculum expresses principles and theories of a certain historical period" 36 (p. 227).…”

A Educação Baseada na Comunidade no Ensino Médico na Uniceplac (2016) e os Desafios para o Futuro

“…As alterações nos currículos de Medicina se relacionam às possibilidades de realizar inovações e aproximações das ideologias sociais afirmadas pelos sujeitos que se encontram no âmbito escolar 1 , sendo constantemente questionadas e avaliadas por esses sujeitos. Essas mudanças curriculares são a expressão de princípios, teorias e evidências científicas de determinado tempo histórico e, por isso, há um caráter transitório nos currículos 2 .…”

Macro and micropolitics recontextualization of an integrated curriculum: experienced itinerary in nursing undergraduate

“…It's potentialities have been pointed out in some studies, with emphasis on overcoming the dichotomy between theory and practice; teaching based on contextualization and problematization; and the diversification of teaching scenarios. [16][17][18][19][20] However, there are also challenges on implementing integrated curricula, as the difficulty to adhere NCG, the little proximity of professors with the Pedagogical Project of the Course (PPC) and the pedagogical unpreparediness to operate them. [18][19][20] It is understood that curricular policies are processes of complex negociation associated to laws, guidelines, curricular documents and to the curriculum put into practice by teachers from their referentials and their Professional experiences.…”

“…[16][17][18][19][20] However, there are also challenges on implementing integrated curricula, as the difficulty to adhere NCG, the little proximity of professors with the Pedagogical Project of the Course (PPC) and the pedagogical unpreparediness to operate them. [18][19][20] It is understood that curricular policies are processes of complex negociation associated to laws, guidelines, curricular documents and to the curriculum put into practice by teachers from their referentials and their Professional experiences. 21 Association of macropolitic elements (educational policies, guidelines, among others) and micropolitic (pedagogical projects, teaching practice) involved on curricular policies compose a cycle of contexts of educational policies production called Cycle of Policies.…”

“…21 On higher education, few studies 19,22 that used the Cycle of Policies to analyze the implementation of educational policies reveal that higher education institutions do not reproduce them mechanically, but recontextualize them in the implementation of the curricular policies of their courses, according to their institutional reality. Recontextualization, according to Bernstein, is the displacement of curricular texts/discourses from their original context from (re)interpretations and (re)significations done by social actors involved.…”