Brazilian National Curriculum Guidelines Research Articles

Pedagogical strategies for Chemical Engineering courses: Skills development through Project-based learning (PBL)

The formal curriculum practices in engineering education have been rethought in order to meet the growing demand for the development of the more traditional skills, as well as newer multidisciplinary skills for the students, making them protagonists in their own development and forging the curriculum through concrete activities (curriculum in action) that go beyond the prescribed curriculum. As a fundamental part of this process, a project was developed by students and professors of the Chemical Engineering course, where the Project-Based Learning methodology was applied. During the traditional curriculum course "Operations and Processes Laboratory", students were able to work with the curriculum in action through four main activities that required the application of technical knowledge linked to communication skills and problem solving, adaptation to reality, proactivity and analytical ability. The development of competences and skills by the students was analyzed based on the reports they presented as a result of their group projects and summarized in a matrix of general engineering competences, based on the Brazilian National Curriculum Guidelines. Through this matrix it was possible to conclude that the students solved the real problem situations using the technical knowledge learned at the University, while taking into account the relevant economic, environmental and social aspects. They defined the theme of their work, goals and the methodology to be developed with complete autonomy. They exercised creativity and used multidisciplinary skills to seek solutions and adapt resources, acquiring equipment and supplies, developing and building adaptively, while utilizing the tools at their disposal. They exercised the analytical capacity to elucidate the results and present improvements and also introduced digital technologies to facilitate communication and other processes.

Validation of the criteria matrix about the generalist's education in Dentistry Undergraduate Courses.

The generalist training planned by Brazilian National Curriculum Guidelines for Dentistry undergraduate courses should provide actions for the development of health promotion in the field of public health, as well as disease prevention, diagnosis, planning, and dental treatment in the clinical field. Considering this complexity, the aim of the present study was to validate dimensions and sub-dimensions in dentistry training, allowing the identification of the main necessary competences and clinical skills for the generalist practice. For this, an evaluation study was carried out through the Delph's Method with the participation of 19 professors of Dentistry courses in Brazil working in the clinical area, considered "experts" in this theme. It was possible to identify clinical competences and skills in four dimensions and respective sub-dimensions: Transversal skills (biosafety, patient-team communication, humanization, ethical principles, dental documentation); Diagnosis and planning (diagnosis of dental caries, pulp and periapical changes, and periodontal diseases, clinical and imaging exam, and single treatment planning); Preventive activities (oral hygiene guidance and oral cancer prevention); and Dental care (anesthesia, basic oral surgery, drug prescription, subgingival scaling and root planing, dental restoration, minimally and non-invasive restoration treatment, and dental urgencies). The developed model represents a differentiated alternative for the construction of an innovative curriculum in Dentistry, aimed at the training of general practitioners to provide humanized, highly effective, and resolving care. The importance of clinical tutoring by professors on the essential clinical skills and abilities is highlighted in this study.

A proposal for food and nutrition education integrated into the preschool and elementary school curriculum.

Materials were prepared for schoolteachers and healthcare workers to support permanent initiatives in food and nutrition education in schools, integrated into the curriculum. The article presents the matrix of food and nutrition topics that served as the basis for producing these materials (Matrix) and the convergence between the approach adopted in the activities in the Activity Manuals comprising the series of materials and food dimensions, the principles of the Framework for Food and Nutrition Education for Public Policies (Framework for Food and Nutrition Education), and the Brazilian National Curriculum Guidelines for basic education. The Matrix allowed designing educational activities that foster an expanded approach to food and nutrition which is simultaneously crosscutting and integrated into the curriculum. The activities allowed dialogue with various components of the curriculum and linkage between them. The activities' convergence with the Framework for Food and Nutrition Education was expressed in the contextualization of food practices in the schoolchildren's territories and realities; in the problematical approach, which encourages critical thinking and the promotion of autonomy, both for educators and schoolchildren; and inter-sector planning through topics and action strategies that encourage collaboration between healthcare professionals and teachers. The initiative presented in this article thus strengthens the actions by food and nutrition education in schools and can expand teachers' repertoire in food and nutrition and contribute to its crosscutting and routine inclusion in the curriculum.

Prática como componente curricular na licenciatura em matemática de Institutos Federais de Educação, Ciência e Tecnologia

Este estudo teve o objetivo de compreender a interpretação dada à Prática como Componente Curricular (PCC) por professores da Licenciatura em Matemática de Institutos Federais de Educação, Ciência e Tecnologia (IF) e por professores iniciantes exercendo a docência na região Sudeste do Brasil. A relevância da pesquisa reside na necessidade de compreender as diversas interpretações que têm despontado em relação às 400 horas de Prática como Componente Curricular estabelecidas nas Diretrizes Curriculares Nacionais (DCN) para a formação de professores. O referencial teórico em que nos embasamos teve como foco as concepções para a formação de professores de Cochran-Smith e Lytle. Com uma abordagem qualitativa de pesquisa, realizamos entrevistas no segundo semestre de 2018 com 12 professores, nove formadores do IF e três professores iniciantes, egressos da Licenciatura em Matemática destes institutos. Para a análise dos dados, utilizamos os pressupostos da análise de conteúdo de Bardin. Nos resultados da pesquisa salientamos que a interpretação da Prática como Componente Curricular dos sujeitos entrevistados se direcionou para as perspectivas de conhecimento para a prática, conhecimento na prática, conhecimento da prática e prática como instrumentalização técnica.

Avaliação de competências no ensino da enfermagem durante as práticas de campo

Objetivo: analisar o conhecimento dos acadêmicos de enfermagem sobre as competências avaliadas durante as aulas práticas de campo na formação do enfermeiro. Método: estudo quantitativo exploratório, de análise estatística simples e descritiva, realizado em uma instituição de ensino superior na cidade de Curitiba, Brasil. A coleta de dados ocorreu em agosto de 2018, com 113 acadêmicos de Enfermagem por questionário com perguntas abertas e fechadas, aplicado durante o período de aulas. Resultados: destacou-se a competência atenção à saúde como a mais relevante indicada pelos acadêmicos, seguido das habilidades relacionadas a assistência como um dos pontos a serem avaliados durante as práticas de campo; a liderança não atingiu nenhuma colocação na escala relevância das competências avaliadas. Conclusão: as competências citadas pelas Diretrizes Curriculares Nacionais são avaliadas durante todo processo formativo e outros achados nesse estudo perfazem a necessidade da criação de estratégias situacionais mais adequadas durante a formação do acadêmico.

Gender and Sexuality in the Federal Medical Schools in Brazil: an Analysis of the Curricular Pedagogical Projects

Abstract Introduction: The Brazilian National Curriculum Guidelines (NCG) for undergraduate courses in Medicine since 2014 have highlighted the need to include gender and sexuality in the medical school curricula, aiming at better care for people. Method: Thus, the objective is to identify and analyze the approach of gender and sexuality in the Curriculum Pedagogical Projects (CPP) of the medical courses of the Federal Institutions of Brazil. This is a cross-sectional study of descriptive and documentary analysis, carried out through the analysis of CPP, of the undergraduate medical courses of the Federal Universities of Brazil. Data were obtained from the website of the undergraduate medical course of each higher education institution. In addition, emails were sent to the coordinators of these courses to obtain the updated CPPs. For the quantitative analysis, an initial description of the sample was performed followed by a statistical analysis using the chi-square test to assess whether or not there was an association between the presence of gender and / or sexuality debate in CPP, with the publication of the 2014 NCG and with the Brazilian geographic region, as well as between the nature of the curricular unit (compulsory or complementary / optional) and the perspective of the approach. The documentary analysis was used for the qualitative analysis with the content analysis technique, through the thematic analysis method. Results: It was found that 48 (69.56%) of the 69 analyzed CPP discuss the topics gender and / or sexuality in one or more subjects offered by the course. There is a predominance of the sexuality topic, of compulsory curricular units (88.32% of 137 curricular units) and an approach beyond the exclusively biological perspective (63.5% of 48 CPPs and 62.04% of curricular units). No statistical significance was evidenced by the chi-square test. Regarding the documentary analysis, two categories were constructed: “gender and sexuality associated with a biological perspective”, “gender and sexuality associated with a predominantly broader perspective or social determinants in health”. It was observed that the first category predominates in curricular units associated with organs, systems or life cycles of the human being, while the second, to social and human sciences applied to health and Primary Health Care. Conclusions: We conclude there is a significant number of CPPs and, consequently, also of curricular units that have a perspective beyond the exclusively biological approach. Nevertheless, there is difficulty with comprehensive health care that may be related to a selective visibility to pathology and technical aspects of medical practice and a difficulty in effectively promoting an interdisciplinary dialogue between the biological, exact and human sciences as proposed by the NCG.

Gender and Sexuality in the Federal Medical Schools in Brazil: an Analysis of the Curricular Pedagogical Projects

Abstract Introduction: The Brazilian National Curriculum Guidelines (NCG) for undergraduate courses in Medicine since 2014 have highlighted the need to include gender and sexuality in the medical school curricula, aiming at better care for people. Method: Thus, the objective is to identify and analyze the approach of gender and sexuality in the Curriculum Pedagogical Projects (CPP) of the medical courses of the Federal Institutions of Brazil. This is a cross-sectional study of descriptive and documentary analysis, carried out through the analysis of CPP, of the undergraduate medical courses of the Federal Universities of Brazil. Data were obtained from the website of the undergraduate medical course of each higher education institution. In addition, emails were sent to the coordinators of these courses to obtain the updated CPPs. For the quantitative analysis, an initial description of the sample was performed followed by a statistical analysis using the chi-square test to assess whether or not there was an association between the presence of gender and / or sexuality debate in CPP, with the publication of the 2014 NCG and with the Brazilian geographic region, as well as between the nature of the curricular unit (compulsory or complementary / optional) and the perspective of the approach. The documentary analysis was used for the qualitative analysis with the content analysis technique, through the thematic analysis method. Results: It was found that 48 (69.56%) of the 69 analyzed CPP discuss the topics gender and / or sexuality in one or more subjects offered by the course. There is a predominance of the sexuality topic, of compulsory curricular units (88.32% of 137 curricular units) and an approach beyond the exclusively biological perspective (63.5% of 48 CPPs and 62.04% of curricular units). No statistical significance was evidenced by the chi-square test. Regarding the documentary analysis, two categories were constructed: “gender and sexuality associated with a biological perspective”, “gender and sexuality associated with a predominantly broader perspective or social determinants in health”. It was observed that the first category predominates in curricular units associated with organs, systems or life cycles of the human being, while the second, to social and human sciences applied to health and Primary Health Care. Conclusions: We conclude there is a significant number of CPPs and, consequently, also of curricular units that have a perspective beyond the exclusively biological approach. Nevertheless, there is difficulty with comprehensive health care that may be related to a selective visibility to pathology and technical aspects of medical practice and a difficulty in effectively promoting an interdisciplinary dialogue between the biological, exact and human sciences as proposed by the NCG.

CONSENSUS OF PUBLIC HEALTH PROFESSORS ON THE MAIN PEDAGOGICAL APPROACHES FOR TRAINING IN THE BRAZILIAN UNIFIED HEALTH SYSTEM

ABSTRACT Objective: to establish consensus from experts on the essential elements for training aimed at the Unified Health System (Sistema Único de Saúde), considering public health assumptions and the Brazilian National Curriculum Guidelines (DCN - Diretrizes Curriculares Nacionais). Method: this is an evaluability assessment carried out with public health professors based on a logical model built with a focus on DCN and on large areas of public health. Criteria matrix validation was performed through Delphi consensus, carried out in three rounds between June and August 2017. The database was built in an Excel spreadsheet and analyzed after each round. At the end of the last round, the database presented its final composition for export to the Stata software, in which statistical analysis was performed. Results: at the end of three rounds, 18 experts validated the criteria matrix composed of 40 items. The most significant approaches were related to the subdimensions Health care, Popular education, Humanization, Popular participation, Social accountability, and Planning and management. Conclusion: the validated criteria matrix is characterized as an important instrument for knowledge construction based on a premise that, by taking over the essential skills for training at DCN, the training process may be problematized by all actors involved. The current Brazilian political scenario, crossed by austerity policies that challenge consolidating the main constitutional rights, should serve as encouragement for a professional training aligned with public interests, especially DCN, in health courses.

Care and management actions developed in the Supervised Curricular Internship: perceptions by involved actors.

To assess the Supervised Curricular Internship of the Nursing undergraduate course of two higher education institutions in the state of São Paulo based on specific skills described in the Brazilian National Curriculum Guidelines regarding preparation to the development of nursing care and management actions from the perceptions of professors, undergraduate students, and alumni. Descriptive study in which a questionnaire was applied to 59 undergraduate students, 111 alumni, and 27 professors of a Nursing undergraduate course involved in the Supervised Curricular Internship in the analyzed institutions. The perceptions of the actors involved in the development of management and care actions were positive, although part of the alumni pointed out that the Supervised Curricular Internship does not allow the students to: develop all the activities performed by the nursing team; work towards comprehensive health care; professional technical confidence; and interfere with the work dynamics. In the perception of those involved, the Supervised Curricular Internship is seen as positive and important in the training of students, as it introduces students into the professional reality of nurses. However, this discipline still needs structural changes, particularly in the perception of the alumni.

Projeto Sérgio Arouca: Relato de Experiência

RESUMO Historicamente, a formação médica encontra-se voltada para o tradicional modelo biomédico. As Diretrizes Curriculares Nacionais dos Cursos de Medicina, aprovadas em 2001, indicam a necessidade de ajustar a formação de recursos humanos ao serviço, seguindo os princípios do Sistema Único de Saúde (SUS). Em conformidade com tais Diretrizes, o governo federal elabora, em 2005, o Programa Nacional de Reorientação da Formação Profissional em Saúde (Pró-Saúde), com o objetivo de favorecer a formação de profissionais adequados às perspectivas da Atenção Básica. Em 2009, no contexto do Pró-Saúde e inspirados pelo Projeto Rondon, professores do curso de Medicina da Universidade do Vale do Itajaí (Univali) criam o Projeto Sérgio Arouca, uma iniciativa que visa à atuação na Atenção Básica de municípios carentes do Estado de Santa Catarina. O presente relato baseia-se em participações de acadêmicos de Medicina e objetiva demonstrar o quanto estas experiências foram enriquecedoras para a formação profissional e a construção de uma nova visão da prática médica, enfrentando situações e cenários distintos dos vivenciados no cotidiano na universidade.

Desafio da Avaliação na Formação Médica por Competência

As Diretrizes Curriculares Nacionais brasileiras do Curso de Graduação em Medicina direcionam recomendações para as instituições de ensino superior, com foco na formação baseada no desenvolvimento de competências. Tal apontamento implica em desenvolver no discente a capacidade de mobilizar não apenas conhecimentos, mas também habilidades e atitudes para lidar com situações e dilemas reais, preparando-o para o cenário de atuação profissional do médico no país. Os autores apresentam um novo modelo conceitual, integrativo, não hierárquico e representado por um átomo, cujos atributos: saber, aplicar, demonstrar, fazer, ser e interagir orbitam em torno do desenvolvimento de competências essenciais. Tal concepção, uma remodelação da tradicional pirâmide proposta por Miller, é fruto das experiências avaliativas desenvolvidas na instituição, de forma a favorecer a reflexão sobre a complexidade do processo da formação médica.

Aspects of the Inter Professional Learning Process of Medical Students Involved in a Family Health Unit

A new perspective for health completeness, for different knowledges and practices and the development of new dimensions of care needed to work inside multidisciplinary teams in the Sistema unico de Saude (SUS) led to the search for new forms of training, with the support of Brazilian National Curriculum Guidelines (Brasil. Ministerio da Educacao-MS, 2001). This study evaluates aspects of the interprofessional way of teaching and integration of students from the medical school at Sao Paulo City University, employing a weekly qualitative analysis evaluation (cards) of students and the half-yearly narratives on practices (2008-2012). The speeches of the students showed positive feelings (95%) related to practice. The core ideas were “motivation” (50.84%), “teamwork” and “interprofessional relations” (74%). The analysis of the narratives identified the “community people” as the most affecting the students, followed by the physician figure (due to their own professional option). The medical care was the activity that mostly involved the students.

Coerência entre editais de concurso público para professores e Diretrizes Curriculares dos cursos de Odontologia

O presente estudo tem como objetivo traçar o perfil dos editais para seleção de professores de cursos de Odontologia em instituições públicas e analisar a coerência entre esses processos seletivos com as Diretrizes Curriculares Nacionais (DCN). A pesquisa foi desenvolvida utilizando os editais de concurso de universidades públicas no período de 2009 a 2014, com conceito 5 no Exame Nacional de Desempenho dos Estudantes (ENADE). Os resultados demonstram que a maioria dos processos seletivos é desenvolvida em quatro etapas: prova escrita, prova didática, defesa de memorial e análise de currículo. O perfil do processo seletivo encontrado remete à repetição de modelos tradicionais de ensino, com excessiva valorização da especialidade e fragmentação dos conhecimentos em disciplinas, não demonstrando coerência entre o que se recomenda nas DCN e os editais analisados nesse estudo. Para que o perfil dos egressos esteja em consonância com o preconizado pelas DCN, um desafio a ser enfrentado é pensar maneiras de reformular o processo seletivo para professores de Odontologia, assim como investir em processos de desenvolvimento docente permanente.

Reverberações das experiências extramurais no ensino da Odontologia

Introdução: O perfil do cirurgião‑dentista, eminentemente técnico, resulta de uma formação voltada à clínica dentária – cosmética e descontextualizada. Nesse cenário, surgem as Diretrizes Curriculares Nacionais, as quais trazem em seu bojo, dentre outras recomendações, a ampliação dos espaços de ensino‑aprendizagem com base em cenários reais de prática, possibilitando experiências concretas na realidade social. Objetivo: Identificar, nas oportunidades pedagógicas propostas pelo curso, aspectos capazes de influenciar transformações no processo de ensino‑aprendizagem em Odontologia. Métodos: Trata‑se de um estudo qualitativo, descritivo e com abordagem sociopoética para a produção e análise dos dados. Participaram do estudo graduandos em Odontologia inseridos em atividades pedagógicas extramurais. Quatro oficinas sociopoéticas foram realizadas e serviram de instrumento para o desenvolvimento de narrativas sobre as experiências de ensino‑aprendizagem. Resultados: Três linhas de pensamentos emergiram a partir da análise sociopoética dos dados: tempo para viver as experiências de ensino‑aprendizado; coexistência de novas e velhas abordagens pedagógicas e desafios decorrentes dos projetos de mudanças. Conclusão: A despeito dos desafios enfrentados, admite‑se a importância dos extramuros, curriculares ou não, no ensino odontológico. Tais vivências levam os alunos a compartilharem o espaço das práticas no Sistema Único de Saúde com outros atores; assim, ao transitarem pelo mundo do trabalho e do ensino, eles criam um modelo mental de seu processo de ensino‑aprendizagem, influenciado pelos referenciais teóricos, pelas oportunidades de vivências no campo das práticas e pelos interesses individuais. Esses elementos interferem e ampliam a percepção de si e do mundo, na medida em que percorrem o caminho da formação, construindo um trajeto singular.

Ler “vendo” vozes: a polifonia no discurso

Thinking about reading does necessarily imply thinking about the construction/ production of meaning through the reader/text interlocution; it equally presupposes considering that meaning is not constructed based solely on what is explicitly stated in the text, but also (and, many times, mainly) on what is suggested, what is implied in the text. By considering so, we are led to refl ect not only on reading as an object of learning in Elementary School but also (and even primarily) as a skill that should be constantly developed by all and any knowing subjects, more specifi cally, by those whose job is to teach reading, that is, the teachers themselves. Thus, the goal of this article is to present and exemplify, through the analysis of an excerpt from the PCN’s (Brazilian National Curriculum Guidelines) introductory document, the polyphonic concept of meaning proposed by the Theory of Argumentation in Language which has been developed by the French semanticists Oswald Ducrot and Marion Carel. We believe that polyphony can signifi cantly contribute to qualify reading in any schooling stage or continuing education program. Keywords: teacher’s reading, linguistic polyphony, meaning of discourse, Brazilian National Curriculum Guidelines.

Problem-Based Learning in basic science teaching: a second semester experience in a University Center Medical School

The pedagogical project in the Medical School of a University Center, in Sao Paulo, Brazil, was designed to meet the requirementsof the Brazilian national medical curriculum guidelines, aiming to graduate generalist physicians with humanist,critical and reflective skills who are able to work at different levels of the health care system. Adopting the Problem-BasedLearning (PBL) methodology in a large portion of the curriculum meets this purpose. The first two years of the curriculum havesix months long modules that develop integrated and interdisciplinary content, approaching the basic premedical sciences,and they are given along with the syllabus called “Introduction to PBL”, in which clinical problems related to the conceptsof basic sciences taught in modules are discussed. The main objective of “Introduction to PBL” is the development of clinicalreasoning skills and encouraging the pursuit of knowledge through self-directed study. This paper is a report of the experiencewith that discipline in the second semester of the Medical School course. We present the historical context and conceptualframework of the methodology, the problems discussed with the students in our syllabus and the concepts of basic sciencesrelated to them, the role of tutors, the challenges encountered and the methods of assessment used.

Ethics Education in Research Involving Human Beings in Undergraduate Medicine Curriculum in Brazil

The Brazilian national curriculum guidelines for undergraduate medicine courses inspired and influenced the groundwork for knowledge acquisition, skills development and the perception of ethical values in the context of professional conduct. The evaluation of ethics education in research involving human beings in undergraduate medicine curriculum in Brazil, both in courses with active learning processes and in those with traditional lecture learning methodologies. Curricula and teaching projects of 175 Brazilian medical schools were analyzed using a retrospective historical and descriptive exploratory cohort study. Thirty one medical schools were excluded from the study because of incomplete information or a refusal to participate. Active research for information from institutional sites and documents was guided by terms based on 69 DeCS/MeSH descriptors. Curriculum information was correlated with educational models of learning such as active learning methodologies, tutorial discussions with integrated curriculum into core modules, and traditional lecture learning methodologies for large classes organized by disciplines and reviewed by occurrence frequency of ethical themes and average hourly load per semester. Ninety-five medical schools used traditional learning methodologies. The ten most frequent ethical themes were: 1--ethics in research (26); 2--ethical procedures and advanced technology (46); 3--ethic-professional conduct (413). Over 80% of schools using active learning methodologies had between 50 and 100 hours of scheduled curriculum time devoted to ethical themes whereas more than 60% of traditional learning methodology schools devoted less than 50 hours in curriculum time to ethical themes. The data indicates that medical schools that employ more active learning methodologies provide more attention and time to ethical themes than schools with traditional discipline-based methodologies. Given the importance of ethical issues in contemporary medical education, these findings are significant for curriculum change and modification plans in the future of Brazilian medical education.

O PET-Saúde como ferramenta estratégica de implantação de um curso de medicina em uma universidade pública: relato de uma experiência

Como parte do seu projeto de expansão, a Universidade Federal de Viçosa criou um curso de graduação em Medicina que, pautado nas Diretrizes Curriculares Nacionais, busca a inserção precoce dos estudantes na rede de Atenção Básica. A integração da escola ao serviço público, assim como a preocupação com a formação de recursos humanos com senso de responsabilidade social, compromisso com a cidadania e aptos a atender às necessidades concretas da população e operacionalizar o Sistema Único de Saúde estiveram no centro do processo de criação desse curso. A abertura do curso foi autorizada pelo Ministério da Educação e, concomitantemente, foi aprovada a criação de um grupo do Programa de Educação pelo Trabalho para a Saúde (PET-Saúde). Nesse cenário de múltiplos desafios que representa a criação de um novo curso de Medicina em uma universidade pública tradicional, pautado nas DCNs e a partir de um currículo integrado, (re)pensar as experiências iniciais vivenciadas pelos atores sociais protagonistas do PET-Saúde/UFV é o propósito deste relato de experiência.

La evaluación en la enseñanza de grado en enfermería en América Latina: una revisión integrativa

It is an article of integrative literature review on trends or patterns of evaluation in nursing undergraduate courses that highlights and discusses the different methodologies adopted in Latin America. As methodological framework, the six steps of Ganong methodology were adopted, indicated for a integrative literature review. A national, international and active literature review search was conducted in SciELO, LILACS, MEDLINE, ABED, BDENF HomeoIndex, PAHO. The descriptors selected for the literature search were education, nursing education, educational evaluation, educational technology and nursing. Eighty articles published from 2004 to 2008 were found, 30 of then were excluded, including duplicate productions, letters, editorials, abstracts and products unrelated to the scope of the study, remaining 50 articles for analysis. Data evaluation indicated different educational concepts adopted in teaching and learning evaluation. There are, for example the ones guided by the concepts of banking education that alienate, imprison and reproduce the distorted and erroneous ideological positions of that trend. In Critical School design there is a predominance of open, critical and reflective evaluation methods consistent with the progressive, constructivist and sociointeractionist theoretical framework guided by the Brazilian National Curriculum Guidelines (PCN), which impels the curriculum to a search for completeness and for the notion of dialogic competence raised from the combination of attributes (cognitive, attitude and skills) that guide the teaching processes.

O cinema e a educação bioética no curso de graduação em Medicina

As Diretrizes Curriculares Nacionais do Curso de Medicina apontam a valorização do papel das Humanidades na formação médica, visando ao estabelecimento de uma relação médico-paciente pautada no cuidado e no respeito ao outro. Para atingir tais objetivos, é necessário que o estudante tenha oportunidade de apreender os conceitos de bioética ao longo de sua graduação, de forma que estes funcionem como ferramentas teóricas para tomadas de decisão ligadas às questões morais que porventura ocorram em sua vida profissional. Entre as possíveis estratégias metodológicas que despontam para o ensino-aprendizagem em bioética, o cinema emerge como uma eficaz alternativa, porque recria, nas telas, situações bem próximas da realidade. Estas podem provocar emoções e pensamentos capazes de deflagrar uma reflexão sobre questões morais e permitir a formação de juízos, habituando o aprendiz a utilizar o arco prática-teoria-prática na resolução de seus problemas. Este artigo apresenta ponderações acerca do uso pedagógico do cinema para tratar questões ligadas à bioética nos cursos de graduação em Medicina.