O projeto político-pedagógico do curso de Medicina da Unioeste – Francisco Beltrão: um estudo a partir das diretrizes nacionais curriculares de 2001
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 do UNIOESTE |
Texto Completo: | http://tede.unioeste.br/handle/tede/3982 |
Resumo: | The medical education in Brazil is pointed for several social agents as a fundamental factor to complete the transformation of country health care sector reality. The National Curricular Guidelines for undergraduate courses of Medicine, promoted in November 7th 2001 – NCG 2001, represent curricular reform proposals materialized in laws. The form how NCG are interpreted and executed, manifested as political-pedagogic projects – PPP, may vary according to social collective they impact. The main research question is to understand how curricular reform proposals, materialized in NCG 2001, reached undergraduate course of UNIOESTE – campus Francisco Beltrão, through PPP analysis. Specific objectives are demonstration of Brazil’s medical education historical development, from constitutive movements of medical practice, public health and college educational policies; pointing of advances and setbacks of medical formation process found by curricular reforms debaters in the model before NCG 2001, and explanation of rupture proposals from that model, as well as implantation and evaluation of transitional strategies. Methodology employed was documental research, through content analysis of NCG 2001 resolutions and PPP of UNIOESTE Medicine undergraduate course. Results concluded that documents are oriented by three types of referential categories: philosophic-conceptual, methodologic and technical-administrative. Philosophicconceptual references are structural axis determined by influence’s areas from several knowledge sources. Health promotion axis corresponds to the health conception changes, with emphasis in collective health and social health determinants. Political-economic axis corresponds to needs of manager concept of future doctor, considering risks, benefits, resources, learning-in-job and competences. Ethical-cultural axis correlates with ability of future doctor to communicate with several cultural groups, respecting the equity and autonomy principles. Symbolic-technologic axis corresponds to symbolic control, from results and goals implicit charging, through reports and computational index. Methodologic references correspond to competency-based curriculum and active learning methodologies. Technical-administrative references are instructions to regulate pedagogic work in course. The study concluded to existence of agreement between curricular reform proposals by NCG 2001 and way chosen by UNIOESTE Medicine undergraduate course. |
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Antonio, Clésio Acilinohttp://lattes.cnpq.br/5471605366267648Portelinha, Ângela Maria Silveirahttp://lattes.cnpq.br/0205582838717075Antonio, Clésio Acilinohttp://lattes.cnpq.br/5471605366267648Correia, Carmen Célia Barradashttp://lattes.cnpq.br/1723065289200115Nez, Egeslaine dehttp://lattes.cnpq.br/6197279063733225Markus, Jandrei Rogériohttp://lattes.cnpq.br/7133024727290861http://lattes.cnpq.br/3518951545733463Kussakawa, Diogo Hiroshi Beçon2018-10-22T13:29:10Z2018-04-20KUSSAKAWA, Diogo Hiroshi Beçon. O projeto político-pedagógico do curso de Medicina da Unioeste – Francisco Beltrão: um estudo a partir das diretrizes nacionais curriculares de 2001. 2018. 205 f. Dissertação (Mestrado em Educação) - Universidade Estadual do Oeste do Paraná, Francisco Beltrão, 2018.http://tede.unioeste.br/handle/tede/3982The medical education in Brazil is pointed for several social agents as a fundamental factor to complete the transformation of country health care sector reality. The National Curricular Guidelines for undergraduate courses of Medicine, promoted in November 7th 2001 – NCG 2001, represent curricular reform proposals materialized in laws. The form how NCG are interpreted and executed, manifested as political-pedagogic projects – PPP, may vary according to social collective they impact. The main research question is to understand how curricular reform proposals, materialized in NCG 2001, reached undergraduate course of UNIOESTE – campus Francisco Beltrão, through PPP analysis. Specific objectives are demonstration of Brazil’s medical education historical development, from constitutive movements of medical practice, public health and college educational policies; pointing of advances and setbacks of medical formation process found by curricular reforms debaters in the model before NCG 2001, and explanation of rupture proposals from that model, as well as implantation and evaluation of transitional strategies. Methodology employed was documental research, through content analysis of NCG 2001 resolutions and PPP of UNIOESTE Medicine undergraduate course. Results concluded that documents are oriented by three types of referential categories: philosophic-conceptual, methodologic and technical-administrative. Philosophicconceptual references are structural axis determined by influence’s areas from several knowledge sources. Health promotion axis corresponds to the health conception changes, with emphasis in collective health and social health determinants. Political-economic axis corresponds to needs of manager concept of future doctor, considering risks, benefits, resources, learning-in-job and competences. Ethical-cultural axis correlates with ability of future doctor to communicate with several cultural groups, respecting the equity and autonomy principles. Symbolic-technologic axis corresponds to symbolic control, from results and goals implicit charging, through reports and computational index. Methodologic references correspond to competency-based curriculum and active learning methodologies. Technical-administrative references are instructions to regulate pedagogic work in course. The study concluded to existence of agreement between curricular reform proposals by NCG 2001 and way chosen by UNIOESTE Medicine undergraduate course.A Educação Médica no Brasil – EMB é apontada por diversos agentes sociais como um dos fatores fundamentais para efetivar a transformação da realidade do setor de saúde do país. As Diretrizes Nacionais Curriculares para os cursos de graduação em Medicina, instituídas em 07 de novembro de 2001 – DCN 2001, representam as propostas de reformas curriculares materializadas na forma de leis. A maneira como foram interpretadas e executadas, manifestada na redação dos projetos político-pedagógicos dos cursos de Medicina, pode variar conforme o coletivo social impactado por elas. A questão principal da pesquisa é compreender como as propostas de reformas curriculares, materializadas nas DCN 2001 alcançaram o curso de Medicina da UNIOESTE – campus Francisco Beltrão, por intermédio da análise de seu PPP. Dentre os objetivos específicos, tem-se a demonstração do desenvolvimento histórico da EMB, a partir dos movimentos constitutivos da prática médica e das políticas de saúde pública e educação superior no país; o apontamento dos avanços e recuos dos processos de formação médica encontrados pelos debatedores das reformas curriculares no modelo anterior às DCN 2001; a descrição do processo de constituição histórica e a análise de conteúdo das DCN 2001 e do PPPFB; e a explicitação das propostas de uma nova educação médica, bem como das estratégias para a implantação e avaliação das mudanças. A metodologia empregada foi a pesquisa documental, por meio da análise de conteúdo dos pareceres e resoluções das DCN 2001 e do PPP do curso de Medicina da UNIOESTE – Francisco Beltrão – PPPFB. Os resultados demonstraram que a redação dos documentos é orientada por três categorias de referências: filosófico-conceituais, metodológicas e técnicoadministrativas. As referências filosófico-conceituais constituem-se em eixos estruturantes determinados por áreas de influência provenientes de diversas fontes de conhecimento. O eixo de promoção da saúde corresponde às mudanças de concepção do conceito de saúde, com ênfase para a saúde coletiva e para os determinantes sociais de saúde. O eixo econômico-político corresponde à necessidade de o futuro médico conceber-se como gestor dentro do sistema de saúde, ao considerar riscos, benefícios, recursos, aprendizagem pelo trabalho e competências. O eixo ético-cultural correlacionase com a capacidade do futuro médico de comunicar-se com os diversos grupos culturais, ao respeitar os princípios da equidade e autonomia. O eixo simbólico-tecnológico corresponde ao controle simbólico, a partir da cobrança implícita de metas e resultados, por meio de relatórios e índices computacionais. As referências metodológicas relacionam-se ao modo de organização curricular por competências e às metodologias ativas de ensino e aprendizagem. As referências técnico-administrativas são instruções que objetivam regulamentar o funcionamento do trabalho pedagógico no curso. O estudo concluiu pela existência de concordância entre as propostas de reformas curriculares das DCN 2001 e os caminhos definidos pelo curso de Medicina da UNIOESTE – campus Francisco Beltrão.Submitted by Fabielle Cheuczuk (fabielle.cheuczuk@unioeste.br) on 2018-10-22T13:29:10Z No. of bitstreams: 2 O PROJETO POLÍTICO-PEDAGÓGICO DO CURSO DE MEDICINA DA UNIOESTE – FRANCISCO BELTRÃO.pdf: 9356749 bytes, checksum: 0af4ce4b788fbb1b768d5b9bbaad9c00 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)Made available in DSpace on 2018-10-22T13:29:10Z (GMT). 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dc.title.por.fl_str_mv |
O projeto político-pedagógico do curso de Medicina da Unioeste – Francisco Beltrão: um estudo a partir das diretrizes nacionais curriculares de 2001 |
dc.title.alternative.eng.fl_str_mv |
The political-pedagogic project of Unioeste’s Medicine undergraduate course – Francisco Beltrão: a study from 2001 national curricular guidelines |
title |
O projeto político-pedagógico do curso de Medicina da Unioeste – Francisco Beltrão: um estudo a partir das diretrizes nacionais curriculares de 2001 |
spellingShingle |
O projeto político-pedagógico do curso de Medicina da Unioeste – Francisco Beltrão: um estudo a partir das diretrizes nacionais curriculares de 2001 Kussakawa, Diogo Hiroshi Beçon Educação médica Formação médica Reforma curricular Diretrizes Curriculares Nacionais Medical education Medical training Curricular reform National Curricular Guidelines CIENCIAS HUMANAS::EDUCACAO |
title_short |
O projeto político-pedagógico do curso de Medicina da Unioeste – Francisco Beltrão: um estudo a partir das diretrizes nacionais curriculares de 2001 |
title_full |
O projeto político-pedagógico do curso de Medicina da Unioeste – Francisco Beltrão: um estudo a partir das diretrizes nacionais curriculares de 2001 |
title_fullStr |
O projeto político-pedagógico do curso de Medicina da Unioeste – Francisco Beltrão: um estudo a partir das diretrizes nacionais curriculares de 2001 |
title_full_unstemmed |
O projeto político-pedagógico do curso de Medicina da Unioeste – Francisco Beltrão: um estudo a partir das diretrizes nacionais curriculares de 2001 |
title_sort |
O projeto político-pedagógico do curso de Medicina da Unioeste – Francisco Beltrão: um estudo a partir das diretrizes nacionais curriculares de 2001 |
author |
Kussakawa, Diogo Hiroshi Beçon |
author_facet |
Kussakawa, Diogo Hiroshi Beçon |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Antonio, Clésio Acilino |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/5471605366267648 |
dc.contributor.advisor-co1.fl_str_mv |
Portelinha, Ângela Maria Silveira |
dc.contributor.advisor-co1Lattes.fl_str_mv |
http://lattes.cnpq.br/0205582838717075 |
dc.contributor.referee1.fl_str_mv |
Antonio, Clésio Acilino |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/5471605366267648 |
dc.contributor.referee2.fl_str_mv |
Correia, Carmen Célia Barradas |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/1723065289200115 |
dc.contributor.referee3.fl_str_mv |
Nez, Egeslaine de |
dc.contributor.referee3Lattes.fl_str_mv |
http://lattes.cnpq.br/6197279063733225 |
dc.contributor.referee4.fl_str_mv |
Markus, Jandrei Rogério |
dc.contributor.referee4Lattes.fl_str_mv |
http://lattes.cnpq.br/7133024727290861 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/3518951545733463 |
dc.contributor.author.fl_str_mv |
Kussakawa, Diogo Hiroshi Beçon |
contributor_str_mv |
Antonio, Clésio Acilino Portelinha, Ângela Maria Silveira Antonio, Clésio Acilino Correia, Carmen Célia Barradas Nez, Egeslaine de Markus, Jandrei Rogério |
dc.subject.por.fl_str_mv |
Educação médica Formação médica Reforma curricular Diretrizes Curriculares Nacionais |
topic |
Educação médica Formação médica Reforma curricular Diretrizes Curriculares Nacionais Medical education Medical training Curricular reform National Curricular Guidelines CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Medical education Medical training Curricular reform National Curricular Guidelines |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
The medical education in Brazil is pointed for several social agents as a fundamental factor to complete the transformation of country health care sector reality. The National Curricular Guidelines for undergraduate courses of Medicine, promoted in November 7th 2001 – NCG 2001, represent curricular reform proposals materialized in laws. The form how NCG are interpreted and executed, manifested as political-pedagogic projects – PPP, may vary according to social collective they impact. The main research question is to understand how curricular reform proposals, materialized in NCG 2001, reached undergraduate course of UNIOESTE – campus Francisco Beltrão, through PPP analysis. Specific objectives are demonstration of Brazil’s medical education historical development, from constitutive movements of medical practice, public health and college educational policies; pointing of advances and setbacks of medical formation process found by curricular reforms debaters in the model before NCG 2001, and explanation of rupture proposals from that model, as well as implantation and evaluation of transitional strategies. Methodology employed was documental research, through content analysis of NCG 2001 resolutions and PPP of UNIOESTE Medicine undergraduate course. Results concluded that documents are oriented by three types of referential categories: philosophic-conceptual, methodologic and technical-administrative. Philosophicconceptual references are structural axis determined by influence’s areas from several knowledge sources. Health promotion axis corresponds to the health conception changes, with emphasis in collective health and social health determinants. Political-economic axis corresponds to needs of manager concept of future doctor, considering risks, benefits, resources, learning-in-job and competences. Ethical-cultural axis correlates with ability of future doctor to communicate with several cultural groups, respecting the equity and autonomy principles. Symbolic-technologic axis corresponds to symbolic control, from results and goals implicit charging, through reports and computational index. Methodologic references correspond to competency-based curriculum and active learning methodologies. Technical-administrative references are instructions to regulate pedagogic work in course. The study concluded to existence of agreement between curricular reform proposals by NCG 2001 and way chosen by UNIOESTE Medicine undergraduate course. |
publishDate |
2018 |
dc.date.accessioned.fl_str_mv |
2018-10-22T13:29:10Z |
dc.date.issued.fl_str_mv |
2018-04-20 |
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 |
KUSSAKAWA, Diogo Hiroshi Beçon. O projeto político-pedagógico do curso de Medicina da Unioeste – Francisco Beltrão: um estudo a partir das diretrizes nacionais curriculares de 2001. 2018. 205 f. Dissertação (Mestrado em Educação) - Universidade Estadual do Oeste do Paraná, Francisco Beltrão, 2018. |
dc.identifier.uri.fl_str_mv |
http://tede.unioeste.br/handle/tede/3982 |
identifier_str_mv |
KUSSAKAWA, Diogo Hiroshi Beçon. O projeto político-pedagógico do curso de Medicina da Unioeste – Francisco Beltrão: um estudo a partir das diretrizes nacionais curriculares de 2001. 2018. 205 f. Dissertação (Mestrado em Educação) - Universidade Estadual do Oeste do Paraná, Francisco Beltrão, 2018. |
url |
http://tede.unioeste.br/handle/tede/3982 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.program.fl_str_mv |
-8451285793228477937 |
dc.relation.confidence.fl_str_mv |
600 600 600 |
dc.relation.department.fl_str_mv |
1964243308973517033 |
dc.relation.cnpq.fl_str_mv |
-240345818910352367 |
dc.rights.driver.fl_str_mv |
http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
http://creativecommons.org/licenses/by-nc-nd/4.0/ |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Estadual do Oeste do Paraná Francisco Beltrão |
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Programa de Pós-Graduação em Educação |
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UNIOESTE |
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Brasil |
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Centro de Ciências Humanas |
publisher.none.fl_str_mv |
Universidade Estadual do Oeste do Paraná Francisco Beltrão |
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UNIOESTE |
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Biblioteca Digital de Teses e Dissertações do UNIOESTE |
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Biblioteca Digital de Teses e Dissertações do UNIOESTE |
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Biblioteca Digital de Teses e Dissertações do UNIOESTE - Universidade Estadual do Oeste do Paraná (UNIOESTE) |
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