O componente saúde e cidadania nos currículos: um estudo de caso na formação em saúde à luz do pensamento complexo e das diretrizes curriculares

Abstract

The theme related to professional training in the health area has been highlighted with different approaches in the literature. Although general aspects are presented, it is important that practical experiences of experiences in institutional settings are presented since they are real portraits of what happens in the practice of the teaching-learning process of students and have repercussions on the macro scope of the professional profile model of graduates and on the quality of the care services provided. The Federal University of Rio Grande do Norte presents in its curricular proposal for health courses, an integrated component between the different courses in the area, with experience in the territory taking place in different services and multidisciplinary teams with the community. The component is called Health and Citizenship (SACI). In this sense, this thesis aims to present the contributions of SACI in the consolidation of the general principles to be incorporated in the National Curricular Guidelines (DCN) of undergraduate courses in the health area as specified in Resolution 569 of the National Health Council of 2017, dialoguing with the theory of Complex Thinking and Problematizing Education. Thus, a case study research with a qualitative approach is used, which unfolds through two methodological designs: documentary analysis of portfolios constructed by students who took the curricular component, in addition to the application of questionnaires and online interviews applied to professors from different health courses at UFRN. The results showed that curricular components with didactic and pedagogical characteristics similar to those of SACI, based on theoretical and methodological frameworks such as complex thinking and problem-solving learning, have the potential to promote critical and reflective training capable of meeting the numerous and varied demands of the Unified Health System. Furthermore, SACI proved to be a model of curricular component that unfolds in a manner consistent with the recommendations of the National Curricular Guidelines. Despite these positive findings, there are difficulties to be overcome so that the implementation of the component achieves its educational objectives to its fullest potential. A contribution is perceived in terms of promoting reflections on possibilities for remodeling curricular structures with the insertion of components that better bring students closer to the reality of the SUS. Furthermore, there is a need to seek improvements that enable both educational institutions and health services to integrate so that they collaborate intersectorally in the training of professionals who are closer to what the current health system recommends.