Uma reflexão autoetnográfica sobre o ensino da economia política da saúde dos trabalhadores
desafios pedagógicos, mapeamento curricular e competências de aprendizagem
DOI:
https://doi.org/10.35699/2238-037X.2026.68448Palavras-chave:
Economia política, Saúde dos trabalhadores, Pedagogia, Ensino universitárioResumo
Este artigo examina os desafios pedagógicos no ensino universitário da economia política da saúde dos trabalhadores e apresenta uma proposta curricular para responder a esses desafios. Foi utilizado um método autoetnográfico para refletir sobre mais de uma década de elaboração e desenvolvimento de uma disciplina de saúde e segurança na École de relations industrielles (Escola de Relações Industriais) da Université de Montréal, localizada na província francófona de Québec, no Canadá. Após uma discussão sobre esse contexto singular da América do Norte, são apresentadas reflexões acerca do ensino da economia política da saúde dos trabalhadores, em nível universitário, para estudantes das áreas de saúde e segurança e de relações industriais. Foram identificados cinco desafios pedagógicos: [1] a ausência de consenso internacional sobre o estudo da economia política da saúde dos trabalhadores; [2] a predominância de abordagens hegemônicas em saúde e segurança no trabalho; [3] a instrumentalização do ensino superior sob o neoliberalismo e a precariedade da população estudantil; [4] a marginalização das epistemologias sociocríticas e realistas; e [5] a necessidade de um corpo de docentes especializado na economia política da saúde dos trabalhadores. Em seguida, o artigo apresenta um mapa curricular para o ensino da economia política da saúde dos trabalhadores. Organizado em torno das ideias de prevenção genuína e paisagens de risco, o currículo reformula conceitos hegemônicos de gestão de riscos a partir de questões relacionadas à economia política, incluindo o papel do multilateralismo e da geopolítica, os paradigmas de desenvolvimento, as relações industriais e os direitos socioeconômicos.
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