Práticas Integradas em Saúde I: uma experiência inovadora de integração intercurricular e interdisciplinar

Abstract

This paper analyzes an innovative curricular experience named 'Integrated Health Practices I'proposed by the Coordination of Health at the Federal University of Rio Grande do Sul, Brazil.The study was focused on both interdisciplinary and multidisciplinary teaching-learning processes at a Family Care Unit located at the 'Glória-Cruzeiro-Cristal' District in Porto Alegre, Brazil. The content analysis method was used to evaluate the teaching plan and both individual and collective narratives (daily experiences, portfolios and reports) from students and tutors along 2012-2014. This approach put in contact students and tutors with professionals of the Public Health System and instigated curricular changes, promoting the comprehension of the current health system and the interdisciplinarity practice of health care.

The integrated curriculum, university teacher identity and teaching culture: the effects of an interdisciplinary activity

“…It takes the form of a modular design that is constructed with the following keys: a) to manage to generate greater integration of knowledge, progressing towards an integrated curriculum (Knight, Lattuca, & Kimball, 2013;Pozuelos, Rodriguez, & Travé, 2012;Toassi & Lewgoy, 2016), given that knowledge in the real world is holistic, and an integrated approach ensures a higher level of involvement and motivation among students following scientific courses (Arandia & Fernández, 2012;Knight et al, 2013); and, b) the development of collaborative work between teaching teams (Arandia & Fernández, 2012;Goméz, Escofet, & Freixa, 2014). The proposal related to the Degree in Social Education arises in this context and draws from experiences with excellent results in Higher Education (HE) at an international level, based on an integrated curriculum and on the development of competences related to both professional practice and working life (Branda, 2008;Collard, Brédart, & Bourguignon, 2016;Knight et al, 2013;Mullan, Weston, Rich, & McLennan, 2014;Savin-Baden, 2007;Tierz & Biedermann, 2015).…”

Integração entre os cursos de medicina e de enfermagem nas escolas de saúde no estado do Paraná

“…O processo educativo precisa de tempo para maturação, tempo necessário para dar sentido aos processos de aprendizagem. A construção do conhecimento está diretamente ligada entre si 19 .…”

Clínica em saúde bucal como espaço de produção de diálogo, vínculo e subjetividades entre usuários e cirurgiões-dentistas da Atenção Primária à Saúde

“…A intenção era de formar profissionais comprometidos não apenas com a produção de habilidades técnico-científicas, mas também com a transformação das práticas e da organização do trabalho em saúde (ARAÚJO; ZILBOVICIUS, 2008). Estágios curriculares em cenários de prática do SUS, as diferentes modalidades do PET-Saúde, as disciplinas integradoras e residências multiprofissionais em saúde são exemplos desses avanços (WARMLING et al, 2011;TOASSI et al, 2013;PIZZINATO et al, 2012;FONSÊCA et al, 2014;TOASSI;LEWGOY, 2016;FERREIRA, 2007;DEMARCO, 2011).…”