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Previous issue date: 2014-12-22 / Ao longo do tempo, os avan?os na ci?ncia e na tecnologia biom?dica foram cada vez mais
incrementados, contribuindo para a falsa ideia sobre a possibilidade de controle e dom?nio da
morte. A morte ? um tema interditado, evitado tanto na sociedade leiga quanto no di?logo entre
m?dicos e pacientes, pois ? encarada como um fracasso profissional na ?rea da sa?de. O ensino do
lidar com a morte na educa??o m?dica tem sido objeto de aten??o de alguns autores, mas
mudan?as na forma??o m?dica com o aprofundamento dessa tem?tica ocorrem muito lentamente.
O objetivo desta pesquisa foi compreender os caminhos do ensino do lidar com a morte no
contexto da Aten??o Prim?ria ? Sa?de (APS). Trata-se de uma pesquisa qualitativa feita a partir da
colabora??o de professores do curso de medicina da Universidade Federal da Para?ba (UFPB),
escolhidos entre os docentes envolvidos em experi?ncias curriculares na APS. Foram combinadas
duas estrat?gias tecno-metodol?gicas: entrevistas em profundidade com roteiro e oficina com
utiliza??o de ?cenas? projetivas. Recorremos ? Hermen?utica Gadameriana para a an?lise e
interpreta??o dos discursos. Nos resultados, identificamos que, para os docentes, o lidar com a
morte pode ser concebido por quatro pap?is ou compet?ncias na busca de um cuidado
humanizado: tentar salvar, promover qualidade de morte, estar presente at? o fim e valorizar a
dimens?o da espiritualidade. Para os docentes, o ensino do lidar com a morte deveria acontecer a
partir de uma abordagem multidimensional, ao longo de toda a forma??o m?dica. Apesar de, nas
pr?ticas pedag?gicas em APS, haver uma proposta de ensino-aprendizagem ativa, baseada na
problematiza??o de situa??es concretas, que busca diminuir a dist?ncia entre a forma??o t?cnica e
humana, os docentes apontaram que o ensino do lidar com a morte na UFPB, de forma geral, ?
insuficiente e hegemonicamente tecnicista. Assim, s?o limites dos espa?os curriculares na APS
para o ensino do lidar com a morte: pr?ticas de ensino tecnificadas, fragmentadas, com avalia??es
e metodologias tradicionais; a necessidade de maior aprofundamento pedag?gico e de integra??o
no curr?culo m?dico; e as fragilidades dos servi?os de APS. Foram pot?ncias dos espa?os
curriculares na APS para o ensino do lidar com a morte: a aproxima??o com as din?micas de
adoecimentos e lutas da popula??o; e a constru??o de pr?ticas mais dial?gicas e voltadas para a
valoriza??o do protagonismo estudantil e do trabalho interdisciplinar. Neste sentido, a APS pode
contribuir na implementa??o de pr?ticas pedag?gicas mais integradas, cont?nuas, longitudinais,
contextualizadas e centradas nas pessoas. Ao mesmo tempo, que a rela??o ensino-servi?o,
preocupada com o aprimoramento do cuidado no adoecer e no morrer, pode qualificar e fortalecer
a APS. / Along time, progress in science and in the biomedical technology was increasingly expanded,
contributing to the false idea of a possible control and domination of death. Death is an interdicted
theme, avoided both in the lay society and in the dialogue between physicians and patients, as it is
considered a professional failure in the health field. Teaching how to deal with death in the medical
education has been the object of attention of some authors, but changes in the medical education to
deepen this theme have occurred in a very slow pace. The aim of this research was to understand the
trajectories of teaching how to deal with death within the context of Primary Health Care (PHC). It is a
qualitative study based on the collaboration of teachers from the undergraduate medicine course at the
Federal University of Para?ba (UFPB), who were chosen among the teachers involved in curriculum
experiences within PHC. Two techno-methodological strategies were combined: in-depth interviews
following a script and workshops using projective ?scenes?. Gadamer?s Hermeneutic was used for the
analysis and interpretation of the discourses. We have identified in the results that, to the teachers,
dealing with death can be conceived according to four roles or competences in the search for a
humanized care: trying to save, promoting quality of death, being present until the end, and enhancing
the dimension of spirituality. For the teachers, teaching how to deal with death should be based on a
multidimensional approach, along the whole medical education. In spite of the existence, in the PHC
pedagogical practices, of an active teaching-learning proposal, based on the problematization of
concrete situations, aiming to shorten the distance between technical and human education, the
teachers have expressed that teaching how to deal with death in UFPB is, in general, insufficient and
mostly technicist. Thus, limits of the PHC curriculum spaces to teach how to deal with death are:
technified, fragmented teaching practices with traditional evaluation and methodologies; the need for
greater pedagogical depth and integration in the undergraduate medical curriculum; and the
weaknesses of the PHC services. Strengths of the PHC curriculum spaces to teach how to deal with
death were: closeness to the dynamics of the illness process and fights of the population; and the
construction of more dialogical practices, aimed to the enhancement of the students? protagonism and
the interdisciplinary work. This way, PHC can contribute to the implementation of more integrated,
continuous, longitudinal, contextualized, and person-centered pedagogical practices. At the same time,
the teaching-service relationship, concerned with the improvement of the care in the illness process
and in dying, can qualify and strengthen PHC
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/19749 |
| Date | 22 December 2014 |
| Creators | Vasconcelos, Marcos Oliveira Dias |
| Contributors | 46652973472, http://lattes.cnpq.br/1062059652170019, Bosco Filho, Jo?o, 90467345449, http://lattes.cnpq.br/3068285662145237, Trindade, Thiago Gomes da, 01848206429, http://lattes.cnpq.br/5992470800302814, Silva, Georgia Sibele Nogueira da |
| Publisher | Universidade Federal do Rio Grande do Norte, PROGRAMA DE P?S-GRADUA??O EM SA?DE DA FAM?LIA NO NORDESTE, UFRN, Brasil |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/masterThesis |
| Source | reponame:Repositório Institucional da UFRN, instname:Universidade Federal do Rio Grande do Norte, instacron:UFRN |
| Rights | info:eu-repo/semantics/openAccess |
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