Banca de DEFESA: RAIMUNDO RODRIGUES DE FRANCA JUNIOR
Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.DISCENTE : RAIMUNDO RODRIGUES DE FRANCA JUNIOR
DATA : 23/10/2020
HORA: 15:00
LOCAL: Remoto (via RNP)
TÍTULO:
Active methodologies in a medical education curriculum: optimism, transcendentalism, biopolitics and self-government
PALAVRAS-CHAVES:
KEYWORDS: Medical Curriculum; Active Methodologies; Transcendentalism,
Biopolitics and Self-government.
PÁGINAS: 154
GRANDE ÁREA: Ciências Humanas
ÁREA: Educação
SUBÁREA: Currículo
ESPECIALIDADE: Currículos Específicos para Níveis e Tipos de Educação
RESUMO:
The theme of this doctoral thesis is inserted in the discussions about medical education, and specifically, about medical curriculum and the use of Active Methodologies (MAs) for teaching and learning. From the connection between these themes, the present work aimed to investigate ways in which subjects are produced in the medical curriculum of UFAL (Campus de Arapiraca), which was taken as the object of the research. To account for this research proposal, I based my theoretical-methodological framework on post-critical studies on curriculum (specifically, those of Foucauldian inspiration). The same made me understand that if i wanted to know how and what types of subjects are being produced by this curriculum, i should go to the speeches that stand out in it, since they are meant as practices permeated by relations of power-knowledge that produce what they name. Therefore, in the speeches where mechanisms are articulated to guarantee the government of students and the production of specific medical professionals. That said, the question about: how are subjects generated / produced in the curriculum built for the undergraduate medical course at UFAL became central in this research work. The defended argument in the thesis was that: the medical curriculum at UFAL works according to a government management, or a governmentality, which has the main goal of medicine egresses and the essential mechanism of engaged medicine. The investigated curriculum was understood from the tactics of governmentality that has in this device the ways to control medical training. The analysis focused on the discursive investment of this device in the normalization of conduct and the way of being doctors / students of the medical course at UFAL. Discursive fragments in circulation were analyzed in the curriculum - official, formal, and in action - and in focus group sessions held with students of that course, using elements of the analysis of the Foucauldian inspired discourse. The analyzes brought here show that the referred curriculum teaches ways to be active students in the sense of placing them between what would be or would not be proper for a more capable medical professional. The thesis showed that the medical curriculum at UFAL, based on the MAs, invests in the production of doctors as something contingent, which is also fictional, since there is no guarantee that the positions of a active student are actually occupied in the curriculum. However, the analysis showed that the force / power relations present in the curriculum - triggered by the device of engaged medicine - converge so that such positions are occupied, with few possibilities of being students (future medical professionals) remaining in the analyzed curriculum. In other words, it is concluded that students are insistently summoned to what the curriculum prescribes for their training within specific meanings on how to become an engaged doctor.
MEMBROS DA BANCA:
Presidente - 630.606.043-04 - MARLECIO MAKNAMARA DA SILVA CUNHA - UFAL
Interno - 2226324 - ANDREIA MARIA PEREIRA DE OLIVEIRA
Externo à Instituição - MARCO ANTÔNIO LEANDRO BARZANO - UEFS
Externo à Instituição - MARÍA ELENA ORTIZ ESPINOZA (QUITO/ECUADOR)
Externo à Instituição - VELEIDA ANAHI DA SILVA - UFS