Experience of teaching-service-community integration in the teacher training in Dentistry

• Autor(a) principal: Peres, Ana Carolina Oliveira
• Data de Publicação: 2022
• Outros Autores: Silva, Renata Marques da, Spiger, Vinícius, Agnoletto, Igor Greik, Santana, Carla Miranda, Carcereri, Daniela Lemos
• Tipo de documento: Artigo
• Idioma: por; eng
• Título da fonte: Revista da ABENO (Online)
• DOI: 10.30979/revabeno.v22i2.1715
• Texto Completo: https://revabeno.emnuvens.com.br/revabeno/article/view/1715
• topic: Educação de Pós-Graduação em Odontologia; Odontologia em Saúde Pública; Atenção Primária à Saúde; Serviços de Integração Docente-Assistencial; Graduate Dental Education; Public Health Dentistry; Primary Health Care; Teaching Care-Integration Services

Training professors who are able to promote teaching based on the Brazilian National Curricular Guidelines is essential in Dentistry. This study aimed at reporting training experiences in the teaching internship for post-graduation students in Collective Health Dentistry in a Brazilian university with teaching service-community integration by the critical reflection method. The activities were developed in the Community Interaction axis, at the health centers in the Municipal Health Secretariat (Secretaria Municipal de Saúde - SMS) and in the extension project “Promotion of Health in the School Community of Colégio de Aplicação at UFSC”. Pedagogical practices with graduating students, professors, SMS preceptors and post-graduating students included meetings with teams, users and health councils, inter sectoral activities, community integration, expanded clinic, oral health promotion, with critical reflective discussions to signify the process of work in oral health. In the extension program, partnerships were developed with the University Department of Dentistry, SMS and the Parents and Teachers Association, inter-disciplinary meetings among the extension students, post-graduation students, and school professors; educating activities with active teachinglearning methodologies (Metodologias Ativas de Ensino Aprendizagem - MAEA); use of the Dental Treatment Needs Index; activities for the prevention and clinical care for school children. Pedagogical learning was obtained with content including epidemiology, health care, health education, planning, management and evaluation, social control, and transversal learnings. The internship in the community and teaching-research-extension context favored the bonds and the MAEA, emphasizing the potential of the training space for the future professor in Collective Health Dentistry, which is capable of promoting a more harmonious training to the professional profile sought by the dental surgeon.