Case study based on the theoretical and methodological framework of dialectics, aimed at analyzing competency building for health promotion, from the perspective of graduates from a nursing course and its relation to change in the care model. Interviews focused on competencies were held with ten graduates. Data were analyzed using critical discourse perspective. The results show that the competencies for health promotion, defined by two internacional consensus, were discussed in the course of the nursing education process. The discourses demonstrate that competency building for health promotion in nursing education can foster change in the care model, despite the challenges in this process. Curricular strategies like contact with reality through the immersion of students in the practical scenario since the beginning of the course and community service and research activities can contribute to competency building for health promotion in nursing education and foster the change in the care model.

Objective: To analyze the insertion in reflective professional practice as a strategy for the development of competencies for health promotion in nurses’ training. Method: Case study, qualitative approach anchored in the theoretical-methodological framework of the Marxist dialectic. Data were obtained from documents, interviews with graduated students and focus groups with teachers from a nursing higher education institution located in the state of Minas Gerais, Brazil. Data were examined by critical discourse analysis. Results: The most favorable contexts to reflective practice in the development of competencies for health promotion involve the practice of teaching-service-community integration, teacher-student interaction and teamwork. The discourse of early insertion is hegemonically constructed as a social practice of the study scenario. Conclusion: The characteristics of the curricular proposal of the study scenario favor the ‘learning to do’ mediated by experience and reflexivity by mobilizing the development of competencies for health promotion. In addition to insertion, students’ immersion in the reality of services generates experiences in a reflective-critical process.

Objective: Theoretical reflection that uses Reflexivity as a theoretical reference and its objective is to approach Donald Schön's reflective thinking, interrelating it with the innovative curriculum. Method: The writings of Schön and other authors who addressed the themes in their works were used. Results: The innovative curriculum as an expression of dissatisfaction with the fragmentation paradigm may favor reflective practice, since it is necessary to mobilize reflexivity for actions and contexts that are unpredictable in the field of health promotion. Conclusions: The innovative curriculum favors and is favored by a reflective practice and the development of competencies for the promotion of health. Implications for practice: The findings apply to the practice of nurses to deal with the conditioning and determinants of the health-disease process.Keywords: Nursing Philosophy; Health promotion; Curriculum; Problem-Based Learning; Nursing. resumen Objetivo: Reflexión teórica que utiliza la Reflexividad como referencial teórico y que tuvo como objetivo aproximar el pensamiento reflexivo de Donald Schön, interrelacionándolo con o currículo innovador. Método: Fueron utilizados escritos de Schön y de otros autores que abordaron los temas en sus obras. Resultados: El currículo innovador como expresión de la insatisfacción que se tiene sobre el paradigma de la fragmentación puede favorecer la práctica reflexiva, puesto que en el campo de la promoción de la salud, es necesario movilizar la reflexividad sobre acciones y contextos imprevisibles. Conclusiones: El currículo innovador favorece y es favorecido por una práctica reflexiva y el desarrollo de competencias para promover la salud. Implicaciones para la práctica: Los hallazgos se aplican a la práctica del enfermero para lidiar con los condicionantes y determinantes del proceso salud-enfermedad.

RESUMO: Objetivo: compreender a experiência e especificidades dos episódios de violência na escola, frente à declaração de funcionários de uma escola do município de Divinópolis-MG. Método: utilizou-se o método qualitativo, sendo os dados coletados por meio de entrevistas com roteiro semiestruturado. Os dados foram avaliados por meio da análise de conteúdo. Resultados: para os funcionários, a instituição de ensino está à sujeição de uma desordem que vem difundindo e tornando a fragilidade sua personagem principal. Envolvendo toda a equipe escolar, a violência adentra na qualidade do serviço destes, com efeitos em suas histórias de violência como testemunhas, vítimas e/ou ouvintes. Considerações Finais: a pesquisa mostra que a violência tem origens multifatoriais. O foco dessas intervenções compreende redução do comportamento inadequado dos estudantes e habilitação/fortalecimento do comportamento dos funcionários e demais membros do ambiente escolar. Descritores: Violência; Comportamento do adolescente; Instituições acadêmicas.ABSTRACT: Objective: to understand the experience and specificities episodes of violence at school, regarding the statement of employees of a school in the town of Divinópolis-MG. Method: we used the qualitative method, and the data collected through semi-structured interviews. Data were analyzed by content analysis. Results: for the staff, the educational institution is the subjection of a disorder that has been disseminating and making his main character weakness. Involving all school staff, violence enters the quality of service thereof, with effects on their stories of violence as witnesses, victims and / or listeners. Conclusion: the study shows that violence has multifactorial origins. The focus of these interventions includes reducing the inappropriate behavior of students and enable / strengthening of the behavior of employees and other member of the school environment. Descriptors: Violence; Adolescent behavior; Schools. RESUMEN: Objetivo: conocer la experiencia y especificidades de los episodios de violencia en la escuela, frente a la declaración de los empleados de una escuela en el municipio de

O objetivo deste trabalho é descrever o perfil nutricional e clínico de um adolescente com doença falciforme, considerando o consumo de macro e micronutrientes, baseado nos hábitos alimentares e avaliação antropométrica. Trata-se de um estudo de caso único de um adolescente, sexo masculino, 16 anos de idade, diagnosticado com doença falciforme, sustentado no referencial teórico da dialética. A justificativa para o estudo se deu pela identificação da falha no acompanhamento nutricional de adolescentes com doença falciforme no Programa de Residência Multiprofissional em Saúde do Adolescente da Universidade Federal de São João del-Rei, Campus Centro-Oeste. A coleta de dados foi realizada no período de dezembro de 2020 a janeiro de 2021. Acredita-se que este estudo possa trazer benefícios de curto, médio e longo prazo para os adolescentes com doença falciforme, para suas famílias, para a comunidade, para as instituições formadoras e para a ciência, uma vez que a identificação do estado nutricional dos adolescentes com a doença falciforme, favorece o planejamento de ações voltadas para a promoção da saúde, de modo a minimizar o prejuízo para a qualidade de vida em todo o ciclo de vida do adolescente.