Reformas na educação médica no Brasil : estudo comparativo entre as diretrizes curriculares nacionais dos cursos de graduação em medicina de 2001 e 2014
Autor(a) principal: | |
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Data de Publicação: | 2018 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da UNISANTOS |
Texto Completo: | https://tede.unisantos.br/handle/tede/4441 |
Resumo: | This paper deals with a qualitative research, of a documentary nature, addressing a comparative analysis between Resolution CNE / CES nº 4 of November 7, 2001 and Resolution No. 3 of June 20, 2014, which deal with the National Curricular Guidelines (DCN) of the Undergraduate Medical Courses. These documents are responsible for the official character that reforms in medical education in the country have been occurring since the beginning of the 2000s, in order to deepen the relationship between medical education and the Unified Health System (SUS). The DCN 2014 arose under the advent of the More Doctors Program, based on the provisions of Law 12,871, of October 22, 2013. This law, which is the target of controversy and attacks by various sectors of political society, media and medical corporation, seeks Update the country's medical education to the changes that have occurred in Brazil's health and education public policies in the last 15 years, in the sense of guidelines that include access to social rights, equity, qualification of public services, changes in health care policies, social inclusion and Democratization of higher education. Thus, the objective of the study is to analyze the relationships between the DCN 2001 and the 2014, taking into account their continuities, differences, innovations and established changes; 2- Reflect on the meanings that similar or related concepts of medical education used in different epochs take on historical contexts marked by different temporalities; 3- To elaborate notes on the potential of innovation / change / transformation of the proposals presented by the DCN 2014. For this purpose the Content Analysis was used as analysis methods, with reference in Bardin and Franco; And the History of Concepts, with a reference in Koselleck and Marçal Brandão. As conclusion, the work shows an important conceptual and normative effort of the new DCN 2014, which seeks to induce Brazilian medical schools to move from a level of innovations to changes, in the reformist sense that this new device presents itself. However, the success of such a policy will depend on a number of objective conditions, which involve the risk of retrogression in social policies after the approval of Constitutional Amendment 55/2016, and the eventual stagnation of the country's social policies, including in the health and education sectors, As well as the interference that the external relations of the sectors of opposition to the Mais Médicos Program will be able to have in the scope of the medical schools in the country. Consequently, the work points to the importance of the continuity of research that evaluates the concrete implementation of the new DCNs, in the sense of materializing what it advocates in its scope, as well as problematizes the need for a critical understanding in the incorporation of the pedagogy of competences as element Structuring of medical training in each course, since it can reproduce an individualistic logic of learning construction, potentially ""capable"" by the liberal logic that permeates hegemonic ideology in the corporate organization processes of medical practice in Brazil. That is, there will be no change or transformation. |
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Mello, Guilherme Aranteshttp://lattes.cnpq.br/1623699393928200Mello, Guilherme ArantesPereira, Luiz Alberto AmadorCyrino, Eliana Goldfarb998.681.051-53http://lattes.cnpq.br/3059389914394670Rocha, Vinícius Ximenes Muricy da2018-03-09T19:18:45Z2018-06-12ROCHA, Vinícius Ximenes Muricy da. Reformas na educação médica no Brasil: estudo comparativo entre as diretrizes curriculares nacionais dos cursos de graduação em medicina de 2001 e 2014. 2017. 177 f. Dissertação (mestrado) - Universidade Católica de Santos, Programa de Pós-Graduação stricto sensu em Saúde Coletiva, 2017.https://tede.unisantos.br/handle/tede/4441This paper deals with a qualitative research, of a documentary nature, addressing a comparative analysis between Resolution CNE / CES nº 4 of November 7, 2001 and Resolution No. 3 of June 20, 2014, which deal with the National Curricular Guidelines (DCN) of the Undergraduate Medical Courses. These documents are responsible for the official character that reforms in medical education in the country have been occurring since the beginning of the 2000s, in order to deepen the relationship between medical education and the Unified Health System (SUS). The DCN 2014 arose under the advent of the More Doctors Program, based on the provisions of Law 12,871, of October 22, 2013. This law, which is the target of controversy and attacks by various sectors of political society, media and medical corporation, seeks Update the country's medical education to the changes that have occurred in Brazil's health and education public policies in the last 15 years, in the sense of guidelines that include access to social rights, equity, qualification of public services, changes in health care policies, social inclusion and Democratization of higher education. Thus, the objective of the study is to analyze the relationships between the DCN 2001 and the 2014, taking into account their continuities, differences, innovations and established changes; 2- Reflect on the meanings that similar or related concepts of medical education used in different epochs take on historical contexts marked by different temporalities; 3- To elaborate notes on the potential of innovation / change / transformation of the proposals presented by the DCN 2014. For this purpose the Content Analysis was used as analysis methods, with reference in Bardin and Franco; And the History of Concepts, with a reference in Koselleck and Marçal Brandão. As conclusion, the work shows an important conceptual and normative effort of the new DCN 2014, which seeks to induce Brazilian medical schools to move from a level of innovations to changes, in the reformist sense that this new device presents itself. However, the success of such a policy will depend on a number of objective conditions, which involve the risk of retrogression in social policies after the approval of Constitutional Amendment 55/2016, and the eventual stagnation of the country's social policies, including in the health and education sectors, As well as the interference that the external relations of the sectors of opposition to the Mais Médicos Program will be able to have in the scope of the medical schools in the country. Consequently, the work points to the importance of the continuity of research that evaluates the concrete implementation of the new DCNs, in the sense of materializing what it advocates in its scope, as well as problematizes the need for a critical understanding in the incorporation of the pedagogy of competences as element Structuring of medical training in each course, since it can reproduce an individualistic logic of learning construction, potentially ""capable"" by the liberal logic that permeates hegemonic ideology in the corporate organization processes of medical practice in Brazil. That is, there will be no change or transformation.O presente trabalho trata de pesquisa qualitativa, de cunho documental, abordando análise comparativa entre a Resolução CNE/CES nº 4, de 7 de Novembro de 2001 e a Resolução Nº 3, de 20 de Junho de 2014, que versam sobre as Diretrizes Curriculares Nacionais (DCN) dos Cursos de Graduação em Medicina. Tais documentos são responsáveis pelo caráter oficial que as reformas na educação médica do país vêm ocorrendo desde o início dos anos 2000, no sentido de aprofundar a relação da formação médica com o Sistema Único de Saúde (SUS). A DCN 2014 surgiu sob o advento do Programa Mais Médicos, a partir das determinações da Lei 12.871, de 22 de outubro de 2013. Esta lei, alvo de polêmicas e ataques por diversos setores da sociedade política, meios de comunicação e corporação médica, busca atualizar a formação médica do país às mudanças que ocorreram nas políticas públicas de saúde e educação do Brasil nos últimos 15 anos, no sentido das pautas que envolvem acesso a direitos sociais, equidade, qualificação dos serviços públicos, mudanças nas políticas de assistência à saúde, inclusão social e democratização do ensino superior. Assim o trabalho tem por objetivo 1 ¿ Analisar, sob as bases do referencial teórico estabelecido, as relações entre as DCN 2001 e as de 2014, levando em consideração suas continuidades, diferenças, inovações e mudanças estabelecidas; 2- Refletir sobre as significações que conceitos similares ou conexos, da educação médica, utilizados em épocas distintas, tomam frente a contextos históricos marcados por temporalidades diferentes; 3- Elaborar apontamentos sobre o potencial de inovação/mudança/transformação das propostas apresentadas pelas DCN 2014. Para tal intuito se utilizou como métodos de análise a Análise de Conteúdo, com referencial em Bardin e Franco; e a História dos Conceitos, com referencial em Koselleck e Marçal Brandão. Como conclusão o trabalho mostra um esforço conceitual e normativo importante da nova DCN 2014, que busca induzir que as escolas médicas brasileiras avancem de um patamar de inovações para mudanças, no sentido reformista que este novo dispositivo se apresenta. Contudo o sucesso de tal política dependerá de diversas condições objetivas, que envolvem os riscos de retrocessos nas políticas sociais a partir da aprovação da Emenda Constitucional 55/2016, e a eventual estagnação das políticas sociais do país, inclusive nos setores saúde e educação, bem como a interferência que as relações externas dos setores de oposição ao Programa Mais Médicos conseguirão ter no âmbito das escolas médicas no país. Conseqüentemente, o trabalho aponta para a importância da continuidade de pesquisas que avaliem a implementação concreta das novas DCNs, no sentido da materialização daquilo que ela preconiza em seu escopo, bem como problematiza a necessidade de uma compreensão crítica na incorporação da pedagogia das competências como elemento estruturante da formação médica em cada curso, visto que a mesma, sem mediações, pode reproduzir uma lógica individualista de construção do aprendizado, potencialmente ¿capturável¿ pela lógica liberal que permeia a ideologia hegemônica nos processos organização corporativa da prática médica no Brasil. Ou seja, assim não se produzirão mudanças e nem transformação.application/pdfporUniversidade Católica de SantosMestrado em Saúde ColetivaCatólica de SantosBrasilCentro de Ciências Sociais Aplicadas e SaúdeROCHA, Vinícius Ximenes Muricy da. Reformas na educação médica no Brasil: estudo comparativo entre as diretrizes curriculares nacionais dos cursos de graduação em medicina de 2001 e 2014. 2017. 177 f. 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dc.title.eng.fl_str_mv |
Reformas na educação médica no Brasil : estudo comparativo entre as diretrizes curriculares nacionais dos cursos de graduação em medicina de 2001 e 2014 |
title |
Reformas na educação médica no Brasil : estudo comparativo entre as diretrizes curriculares nacionais dos cursos de graduação em medicina de 2001 e 2014 |
spellingShingle |
Reformas na educação médica no Brasil : estudo comparativo entre as diretrizes curriculares nacionais dos cursos de graduação em medicina de 2001 e 2014 Rocha, Vinícius Ximenes Muricy da educação médica; formação em saúde; programa mais médicos; diretrizes curriculares nacionais medicina medical education; health education; more doctors program; national curricular guidelines medicine CIENCIAS DA SAUDE::SAUDE COLETIVA |
title_short |
Reformas na educação médica no Brasil : estudo comparativo entre as diretrizes curriculares nacionais dos cursos de graduação em medicina de 2001 e 2014 |
title_full |
Reformas na educação médica no Brasil : estudo comparativo entre as diretrizes curriculares nacionais dos cursos de graduação em medicina de 2001 e 2014 |
title_fullStr |
Reformas na educação médica no Brasil : estudo comparativo entre as diretrizes curriculares nacionais dos cursos de graduação em medicina de 2001 e 2014 |
title_full_unstemmed |
Reformas na educação médica no Brasil : estudo comparativo entre as diretrizes curriculares nacionais dos cursos de graduação em medicina de 2001 e 2014 |
title_sort |
Reformas na educação médica no Brasil : estudo comparativo entre as diretrizes curriculares nacionais dos cursos de graduação em medicina de 2001 e 2014 |
author |
Rocha, Vinícius Ximenes Muricy da |
author_facet |
Rocha, Vinícius Ximenes Muricy da |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Mello, Guilherme Arantes |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/1623699393928200 |
dc.contributor.referee1.fl_str_mv |
Mello, Guilherme Arantes |
dc.contributor.referee2.fl_str_mv |
Pereira, Luiz Alberto Amador |
dc.contributor.referee3.fl_str_mv |
Cyrino, Eliana Goldfarb |
dc.contributor.authorID.fl_str_mv |
998.681.051-53 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/3059389914394670 |
dc.contributor.author.fl_str_mv |
Rocha, Vinícius Ximenes Muricy da |
contributor_str_mv |
Mello, Guilherme Arantes Mello, Guilherme Arantes Pereira, Luiz Alberto Amador Cyrino, Eliana Goldfarb |
dc.subject.por.fl_str_mv |
educação médica; formação em saúde; programa mais médicos; diretrizes curriculares nacionais medicina |
topic |
educação médica; formação em saúde; programa mais médicos; diretrizes curriculares nacionais medicina medical education; health education; more doctors program; national curricular guidelines medicine CIENCIAS DA SAUDE::SAUDE COLETIVA |
dc.subject.eng.fl_str_mv |
medical education; health education; more doctors program; national curricular guidelines medicine |
dc.subject.cnpq.fl_str_mv |
CIENCIAS DA SAUDE::SAUDE COLETIVA |
description |
This paper deals with a qualitative research, of a documentary nature, addressing a comparative analysis between Resolution CNE / CES nº 4 of November 7, 2001 and Resolution No. 3 of June 20, 2014, which deal with the National Curricular Guidelines (DCN) of the Undergraduate Medical Courses. These documents are responsible for the official character that reforms in medical education in the country have been occurring since the beginning of the 2000s, in order to deepen the relationship between medical education and the Unified Health System (SUS). The DCN 2014 arose under the advent of the More Doctors Program, based on the provisions of Law 12,871, of October 22, 2013. This law, which is the target of controversy and attacks by various sectors of political society, media and medical corporation, seeks Update the country's medical education to the changes that have occurred in Brazil's health and education public policies in the last 15 years, in the sense of guidelines that include access to social rights, equity, qualification of public services, changes in health care policies, social inclusion and Democratization of higher education. Thus, the objective of the study is to analyze the relationships between the DCN 2001 and the 2014, taking into account their continuities, differences, innovations and established changes; 2- Reflect on the meanings that similar or related concepts of medical education used in different epochs take on historical contexts marked by different temporalities; 3- To elaborate notes on the potential of innovation / change / transformation of the proposals presented by the DCN 2014. For this purpose the Content Analysis was used as analysis methods, with reference in Bardin and Franco; And the History of Concepts, with a reference in Koselleck and Marçal Brandão. As conclusion, the work shows an important conceptual and normative effort of the new DCN 2014, which seeks to induce Brazilian medical schools to move from a level of innovations to changes, in the reformist sense that this new device presents itself. However, the success of such a policy will depend on a number of objective conditions, which involve the risk of retrogression in social policies after the approval of Constitutional Amendment 55/2016, and the eventual stagnation of the country's social policies, including in the health and education sectors, As well as the interference that the external relations of the sectors of opposition to the Mais Médicos Program will be able to have in the scope of the medical schools in the country. Consequently, the work points to the importance of the continuity of research that evaluates the concrete implementation of the new DCNs, in the sense of materializing what it advocates in its scope, as well as problematizes the need for a critical understanding in the incorporation of the pedagogy of competences as element Structuring of medical training in each course, since it can reproduce an individualistic logic of learning construction, potentially ""capable"" by the liberal logic that permeates hegemonic ideology in the corporate organization processes of medical practice in Brazil. That is, there will be no change or transformation. |
publishDate |
2018 |
dc.date.accessioned.fl_str_mv |
2018-03-09T19:18:45Z |
dc.date.issued.fl_str_mv |
2018-06-12 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
ROCHA, Vinícius Ximenes Muricy da. Reformas na educação médica no Brasil: estudo comparativo entre as diretrizes curriculares nacionais dos cursos de graduação em medicina de 2001 e 2014. 2017. 177 f. Dissertação (mestrado) - Universidade Católica de Santos, Programa de Pós-Graduação stricto sensu em Saúde Coletiva, 2017. |
dc.identifier.uri.fl_str_mv |
https://tede.unisantos.br/handle/tede/4441 |
identifier_str_mv |
ROCHA, Vinícius Ximenes Muricy da. Reformas na educação médica no Brasil: estudo comparativo entre as diretrizes curriculares nacionais dos cursos de graduação em medicina de 2001 e 2014. 2017. 177 f. Dissertação (mestrado) - Universidade Católica de Santos, Programa de Pós-Graduação stricto sensu em Saúde Coletiva, 2017. |
url |
https://tede.unisantos.br/handle/tede/4441 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.references.eng.fl_str_mv |
ROCHA, Vinícius Ximenes Muricy da. Reformas na educação médica no Brasil: estudo comparativo entre as diretrizes curriculares nacionais dos cursos de graduação em medicina de 2001 e 2014. 2017. 177 f. Dissertação (mestrado) - Universidade Católica de Santos, Programa de Pós-Graduação stricto sensu em Saúde Coletiva, 2017. |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Católica de Santos |
dc.publisher.program.fl_str_mv |
Mestrado em Saúde Coletiva |
dc.publisher.initials.fl_str_mv |
Católica de Santos |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Centro de Ciências Sociais Aplicadas e Saúde |
publisher.none.fl_str_mv |
Universidade Católica de Santos |
dc.source.none.fl_str_mv |
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UNISANTOS |
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Biblioteca Digital de Teses e Dissertações da UNISANTOS |
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Biblioteca Digital de Teses e Dissertações da UNISANTOS |
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Biblioteca Digital de Teses e Dissertações da UNISANTOS - Universidade Católica de Santos (UNISANTOS) |
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mrita.biblio@unisantos.br||mrita.biblio@unisantos.br |
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1801046584732942336 |