Pedagogical projects of health courses and their articulation with the public policies for health training in Brazil

Authors

  • Lucimar Daniel Simões Salvador Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM), Teófilo Otoni, MG, Brasil. https://orcid.org/0000-0002-7862-9111
  • Paulo Afrânio Sant'Anna Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM), Teófilo Otoni, MG, Brasil. https://orcid.org/0000-0002-8284-1481

DOI:

https://doi.org/10.35699/2237-5864.2017.2165

Keywords:

Health training, Curricular Guidelines, Pró-Saúde, Curriculum

Abstract

This study aimed to understand how the pedagogical projects of the health courses of a public institution of higher education articulate, in the political and pedagogical dimensions, the curricular guidelines recommended in the National Curriculum Guidelines (Diretrizes Curriculares Nacionais – DCNs, 2001, 2002) and in the National Program for the Reorientation of Health Professional Training - Pró-Saúde (2005). It is an exploratory case study, with a qualitative approach, using the documentary research technique and submission of data to content analysis. The results revealed that the Pedagogical Projects of Courses (PPCs) articulate, in the political dimension, an ideology of formation coherent with the DCNs and the Pró-Saúde. However, in the pedagogical dimension, they did not reach the proposed level in these policies, due to the predominance of disciplinary curricula with dissociation between the basic and the professional cycles. This reveals the need for institutional investments in teacher’s training and development for the proposed changes. The teaching/working integration requires political-managerial eff orts in order to transform the public service practice scenarios into professional training fields.

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Author Biographies

Lucimar Daniel Simões Salvador, Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM), Teófilo Otoni, MG, Brasil.

Mestre em Ensino em Saúde pela Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM) (2014), Diamantina; licenciada em Pedagogia pela Faculdade de Filosofia e Letras de Diamantina (1992); pedagoga da Pró-Reitoria de Graduação da UFVJM.

Paulo Afrânio Sant'Anna, Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM), Teófilo Otoni, MG, Brasil.

Doutor em Psicologia pela Universidade de São Paulo (2001); docente do curso de licenciatura em Educação do Campo da UFVJM, Diamantina, e do Programa de Pós-Graduação Mestrado Profissional em Ensino em Saúde.

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Published

2017-06-30

How to Cite

SALVADOR, L. D. S.; SANT’ANNA, P. A. Pedagogical projects of health courses and their articulation with the public policies for health training in Brazil. Revista Docência do Ensino Superior, Belo Horizonte, v. 7, n. 1, p. 185–202, 2017. DOI: 10.35699/2237-5864.2017.2165. Disponível em: https://periodicos.ufmg.br/index.php/rdes/article/view/2165. Acesso em: 17 jul. 2024.

Issue

Vol. 7 No. 1 (2017)

Section

Article

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