Análise do processo de implementação das Diretrizes Curriculares Nacionais do curso em Farmácia no Estado do Rio de Janeiro: um estudo exploratório

• Autor(a) principal: Furtado, Vivian da Silva
• Data de Publicação: 2008
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/4228
• topic: Curricula guidelines; Pharmaceutical education; Pharmacy; Diretrizes curriculares; Educação farmacêutica; Farmácia; CNPQ::CIENCIAS DA SAUDE::SAUDE COLETIVA

The establishment of the National Curricula Guideline for Pharmacy Graduate Course (DCNF) arose many discussions on the formation of pharmacists, due to the changes caused in this formation. These changes involved, besides other aspects, the humanistic and critical part of this profession, which means to re-think the pharmacist formation and even his own identity as professional, with a basically technical profile. This work focuses on the process of implementation of the DCNF in the State do Rio de Janeiro. It aimed to verify how it is being developed and to identity some brunts, impediments and developments in this process. Semistructured interviews were conducted with coordinators of selected courses, and curricula and pedagogical projects were analyzed, based on the DCNF. Results show that the construction of new courses was based on the previous curriculum. Few students and teachers took part in the process, and also there were conflicts among departments, besides inadequate university structure. Formation guidelines for health care focusing on the Unified Health System (SUS) stimulated discussions on the health system and integration of students, but also arose questions and worry, since this formation was considered restrictive for the work market. The implementation of proposals faced difficulties concerning teaching working hours, integrations of students into some training areas and the lack of investments in the public sector, for infrastructure and personnel, besides difficulties of transition between curricula. No course had systematic initiatives for teacher development, and the distinct teaching-learning sceneries (and partnership with health services) still are very incipient. The coordinators pointes some challenges to be tackled so as to change the pharmacist s profile: to serve the technicist concept of formation; to integrate the pharmacist in health multi-professional teams (to play its role efficiently and resolving); and to and to sensitize teacher to better understand and be committed with the necessary needs to reach the desired formation. Concerning the Education Ministry s evaluation and the implementation of these guidelines, the interviews suggested that private courses suffer more pressure from the Ministry. Paradoxally, privates universities can implement the guideline more quickly than the public ones. So they will try to meet the SUS s demands, as they this pressure more intensely. According to the research s results, there was some progress after the establishment of the DCNF, reflected on changes in the courses under study. However, it is necessary and urgent to develop strategies that ensure more systematic improvements in the changes of the pharmacist formation.