%0 Journal Article
%T Diretrizes curriculares para a forma  o de profissionais de sa¨²de: compet¨ºncias ou pr¨¢xis? Curriculum guidelines for training healthcare professionals: skills or praxis?
%A Ingrid D'avilla Freire Pereira
%A Itamar Lages
%J Trabalho, Educa£¿£¿o e Sa¨²de
%D 2013
%I Funda??o Oswaldo Cruz, Escola Polit¨¦cnica de Sa¨²de Joaquim Ven?ncio
%X Este estudo analisa os referenciais te¨®ricos e epistemol¨®gicos da educa  o que constam das Diretrizes Curriculares Nacionais (DCN) relativas ¨¤ forma  o profissional em sa¨²de no Brasil. Para tanto, resgata a historicidade da rela  o educa  o, sa¨²de e sociedade e as reformas do ensino m¨¦dico; descreve o movimento de institui  o das DCN para a ¨¢rea da sa¨²de no pa¨ªs; e discute as rela  es entre o referencial da pedagogia das compet¨ºncias, que alicer a as DCN, e a concep  o de direito ¨¤ sa¨²de formulada pela VIII Confer¨ºncia Nacional de Sa¨²de. Os resultados desta investiga  o sugerem a hip¨®tese de que, para formar profissionais de sa¨²de comprometidos com os princ¨ªpios da VIII Confer¨ºncia Nacional de Sa¨²de e com a compreens o da sa¨²de como direito, ¨¦ necess¨¢rio questionar os limites da pedagogia das compet¨ºncias adotada pelas DCN, bem como construir uma proposta de forma  o que dialogue com o pressuposto da transforma  o social, de modo que a sua did¨¢tica possibilite aos estudantes evolu¨ªrem criticamente da pr¨¢xis individual e comum para a pr¨¢xis hist¨®rica. This study examines the theoretical and epistemological benchmarks of education contained in the National Curriculum Guidelines (DCN) for the training of health professionals in Brazil. To achieve its goals, it rescues the historicity of the relationship among education, health, and society and the reform of medical education; it describes the movement of instituting the DCN for the health care area in Brazil, and discusses the relationship between the benchmark of the pedagogy of skills that underpins the DCN and the concept of the right to health formulated by the 8th National Health Conference. The results of this investigation suggest the hypothesis that, to train health professionals committed to the principles of the 8th National Health Conference and with the understanding of health as a right, it is necessary to question the limits of the pedagogy of skills adopted by the DCN as well as to build a proposal for training that converses with the assumption of social transformation, so that its didactics enables students to evolve critically from the individual and common praxis to the historical one.
%K forma  o profissional em sa¨²de
%K diretrizes curriculares
%K pedagogia das compet¨ºncias
%K filosofia da pr¨¢xis
%K professional training in health
%K curriculum guidelines
%K pedagogy of skills
%K philosophy of praxis
%U http://www.scielo.br/scielo.php?script=sci_arttext&pid=S1981-77462013000200004