Resumo Pesquisas demonstram que, ainda hoje, a espiritualidade representa um aspecto importante na vida humana. As conquistas do modelo biomecânico de ensino e prática da medicina não conseguiram ofuscar o papel que a espiritualidade ocupa no processo saúde-doença. Seguindo uma tendência que ocorre em escolas médicas de todo o mundo, os autores introduziram, na Universidade Federal de São Paulo, a disciplina eletiva -Espiritualidade e Medicina -dirigida a estudantes de medicina e enfermagem com o objetivo de promover o reconhecimento da dimensão espiritual do paciente e, consequentemente, um atendimento mais humanizado. Após quatro anos de curso, procedeu-se a um estudo qualitativo para determinar o perfil dos estudantes que escolheram a disciplina eletiva, sua percepção em relação ao tema espiritualidade e saúde e a importância atribuída ao curso no que concerne à sua formação pessoal, profissional e humanística. Os textos produzidos pelos alunos durante o curso constituíram a principal fonte de dados. A interpretação dos dados foi realizada por meio de um enfoque da fenomenologia hermenêutica e evidenciou os seguintes temas: busca de sentido da vida; independência entre concepções acerca de Deus e espiritualidade e a importância atribuída à disciplina; espiritualidade e humanização; e espiritualidade, cuidado de si e autoconhecimento. Palavras-chave espiritualidade e saúde; educação em saúde; humanização.Abstract Research shows that, today, spirituality is an important aspect of human life. The achievements made by the biomechanical model of teaching and practice of medicine were unable to overshadow the role that spirituality plays in the health-disease process. Following a trend occurring in medical schools throughout the world, the authors introduced at the Federal University of São Paulo the optional Spirituality and Medicine class, aimed at medical and nursing students and to promote the recognition of the spiritual dimension of the patient and, thus, afford more humane care. After four years of the course being offered, a qualitative study was carried out to determine the profile of the students who chose to take the class, their perception concerning the spirituality and health topic, and the importance attributed to the course when it comes to their personal, professional, and humanistic development. The texts produced by the students during the course were the main source of data. The data were interpreted through a hermeneutic phenomenology focus and highlighted the following issues: The search for the meaning of life; independence of views about God and spirituality and the importance given to the discipline; Spirituality and humanization, and spirituality, self-care and self-knowledge.

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Educators dedicated to higher education in the health area, which, since the beginning of last century until recently, has prioritized the technical-professional character, have been stressing the necessity of educational proposals that can offer an education encompassing a broader approach to human being and its social relations. In this respect, it is of particular interest to examine the education of students who will conduct their activities as future scientists. We focused on this subject to conduct a study about the implementation of a methodology -developed by an academic humanities center -that privileges literature as a source of education. The method was used in the discipline of philosophy, with students in the first year of a biomedical sciences program at a public university in the State of São Paulo. Mary Shelley's Frankenstein was the book that was chosen to achieve the goal of establishing a reflection point through which the exclusively technical-professional focus could be widened. The material we analyzed was drawn from accounts made in class and reports of students, in addition to notes from the field notebooks of the course's professor and monitor, which we examined according with a phenomenological hermeneutic analysis. The results we obtained reflected questions and concerns experienced in students' daily routine, pointing to the identification of the following topics: methodology impact; personal and shared reflection; an expanded notion of the concept of science; and an awakening of the individual and social responsibility which the scientist should have. In conclusion, the methodology achieved its goals, and the results should serve as the basis for further research. KeywordsEducation -Literature -Science -Scientific research. Palavras-chaveEducação -Literatura -Ciência -Pesquisa científica.

This study describes the use of oral life history as a strategy for the approach between caregivers and the elderly. The aim is to contribute to humanization of the relationship between health professionals and patients. A qualitative descriptive study included a sample of seven elderly individuals of both sexes and 65 years or older. Open, semi-structured interviews were conducted, producing narratives of the patients' life histories. The narratives were later returned to the participants in the form of personalized booklets for use as they saw fit. The approach contributed to the formation and strengthening of bonds between the nursing staff and the elderly and enhanced both the human and therapeutic aspects of this relationship.

[RETIRADO/WITHDRAWN] Cinco capítulos, cinco autores, cinco temáticas e modos de abordagem diferentes. Recortes da Memória continua o trabalho iniciado no livro 75 x 75: epm/Unifesp, uma História, 75 Vidas, e mostra as múltiplas possibilidades de reflexão, análise e estudo que um projeto de história oral permite. Esta coletânea apresenta reflexões sobre diversos aspectos que o discurso da memória individual e coletiva configura: a questão geracional, os conflitos e acordos de classe e origem étnica; a construção de uma identidade científica; o problema da educação e da vocação médicas e a importância do espaço e da efetividade na reinvenção da memória. Fruto do engajamento de uma equipe motivada e envolvida com seu objeto de estudo – as histórias de vida de 75 pessoas que participaram dos 75 anos da epm/Unifesp –, que não se satisfez em apenas “coletar” a memória, mas procurou também dialogar com ela e construir interpretações.