Integrative and complementary practices: what does the literature in the area of science education say about this socio-scientific issue?

• Autor(a) principal: Glass, Leticia
• Data de Publicação: 2021
• Outros Autores: Lima, Nathan Willig, Nascimento, Matheus Monteiro
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Alexandria (Florianópolis)
• Texto Completo: https://periodicos.ufsc.br/index.php/alexandria/article/view/72024

The scenario of the implementation of the Integrative and Complementary Practices (PICs) in the Unified Health System caused negative reactions on the part of scientific and professional institutions. We sought, in the present study, to understand how the Science Education literature has dealt with the topic of PICs from four guiding questions: a) Is the topic of PICs addressed in the literature on Science Education? b) Is the controversy between the biomedical model and the complementary-integrative model reflected in the productions of the area? C) Are epistemological foundations for PICs discussed? D) Are there didactical proposals that explicitly address PICs? If so, what are they? For this, a literature review was performed and 75 articles on the subject were analyzed. In the analysis, the articles were separated into five categories (implementation, perception, teaching, epistemological considerations, historiography), according to their approach.