Imaginário docente médico: o papel do habitus medicus na sua construção

• Autor(a) principal: Bassi, Luis Augusto Peukert
• Data de Publicação: 2015
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Manancial - Repositório Digital da UFSM
• dARK ID: ark:/26339/001300000dw79
• Texto Completo: http://repositorio.ufsm.br/handle/1/3491
• topic: Habitus medicus; Formação de professores; Imaginário; Teacher training; Imaginary; CNPQ::CIENCIAS HUMANAS::EDUCACAO

This research was developed and presented to Program of Graduate Studies in Education, Education Center, University Federal of Santa Maria, Research Line of Knowledge and Professional Development, as Doctoral Thesis. Started from a concern on the part of the author, himself a medical teaching in this institution, with respect to how a subject became a physician, a teacher and a teaching physician, if this is a process that carries a certain linearity or how it happens. Based on the concepts of Imaginary by Cornelius Castoriadis in which would be insured and on which act one habitus medicus - coming from the concept of Pierre Bourdieu's habitus - the research was directed to a holding with a group of medical school of this university attempting to access some views present in their imaginaries of these research subjects, mainly focusing attention on the construction and operation of a habitus medicus structuring role of these imaginary, individual and social. The methodology consisted of semi-structured interviews which were then subjected to content analysis. The consequent discussion with the categorization and unitarization of the corpus concluded that it is possible to identify a habitus medicus in research subjects, whose construction begins early, when entering to the undergraduate course in medicine, usually in the shadow of an habitus medicus of another teacher, older and influential, slowly and inexorably, leading to determine how to give future medical teacher's performance. The work of professionals, contrary initial expectations of the author of this thesis itself, does not put as opposed medical functions and teaching, but rather put them in line, inseparably united both technical and pedagogical teaching performance, varying only the intensity with which one or another aspect shown. Do evidenced by professors, research subjects, is the idea that their educational didactic training is deficient, as they themselves recognize, requiring major institutional actions to get around this. The adoption of the idea that there is a habitus medicus active in these individuals, giving the process a different dynamic, making that future actions implemented within the medical education 's universe could be reconfigured.