Publicações

Abstract

FREIRE FILHO, José Rodrigues; MAGNAGO, Carinne; COSTA, Marcelo Viana da e FORSTER, Aldaísa Cassanho. Specialization courses offered in the scope of the More Doctors Program: documentary analysis from the perspective of Interprofessional Education. Interface (Botucatu) [online]. 2018, vol.22, suppl.2, pp.1613-1624. ISSN 1414-3283. http://dx.doi.org/10.1590/1807-57622017.0842. This qualitative and exploratory study aimed to analyze the pedagogical-political projects (PPP) of the specialization courses in Family Health offered under the More Doctors Program (PMM) to verify if it is possible to adopt the theoretical and methodological elements of Interprofessional Education in the courses. A documentary analysis of nine PPPs was carried out. Results show that these documents do not mention explicitly the intention of adopting the

Abstract BU, Emerson Araújo Do; ALEXANDRE, Maria Edna Silva de; SCARDUA, Anderson e ARAUJO, Cristina Ruan Ferreira de. Vitiligo as a psychosocial disease: apprehensions of patients imprinted by the white. Interface (Botucatu) [online]. In press. . Epub 22-Jun-2017. ISSN 1807-5762. http://dx.doi.org/10.1590/1807-57622016.0925. This study aimed to show the comprehension that patients bearing vitiligo have over their condition, also assessing the association with their health and disease concepts. It is a qualitative research with descriptive and exploratory purposes, carried out from an epidemiological survey throughout the years of 2010-2013, with records from a dermatology outpatient care sector of a seminal hospital located in the city of Campina Grande – Paraíba, Brazil. It was identified

Abstract

MOURTHE JUNIOR, Carlos Alberto; LIMA, Valéria Vernaschi e PADILHA, Roberto de Queiroz. Integrating emotions and rationalities for the development of competence in active learning methodologies. Interface (Botucatu) [online]. 2018, vol.22, n.65, pp.577-588. Epub 21-Dez-2017. ISSN 1807-5762. http://dx.doi.org/10.1590/1807-57622016.0846. This paper discusses a rationalist/objectivist tradition of teaching and learning, with the support of a constructivist, dialogic and competence-based educational practice. Artistic expressions, particularly cinematographic ones, are presented as educational triggers. Students are organized into small groups in which they share, correlate and discuss their emotions, allowing for a better understanding of the rationalities involved in the learning process. As the groups present different stages of problematizing their emotion, we propose categories to support teachers and members

Abstract

AMARAL, Carlos Eduardo Menezes; TORRENTE, Mônica de Oliveira Nunes de; TORRENTE, Maurice de e MOREIRA, Carolina Pinheiro.

Matrix support in Mental Health in primary care: the effects on the understanding and case management of community health workers. Interface (Botucatu) [online]. 2018, vol.22, n.66, pp.801-812. Epub 17-Maio-2018. ISSN 1414-3283. http://dx.doi.org/10.1590/1807-57622017.0473. Matrix support is a pedagogical-care device primarily used to increase the problem-solving capacity of primary care, and highly employed in mental health care. The present study assessed the effects of matrix support in mental health in a family health unit in the city of Salvador, Bahia, Brazil. The study employed participant observation and interviews with 12 community health agents, which were

Abstract

GOMES, Denise Cristina Ayres. An ounce of prevention is worth a ton of cure: imaginary diseases in journalism. Interface (Botucatu) [online]. 2018, vol.22, n.65, pp.493-503. Epub 20-Jul-2017. ISSN 1807-5762. http://dx.doi.org/10.1590/1807-57622016.0948. We use the theories of the imaginary to understand how journalism tends to redefine the status of what it is to be or to feel sick through the dissemination of the culture of risk. The journalistic devices promote the potential or imaginary disease, acting on the daily practices, thus becoming a “technology of the imaginary”. We suffer in anticipation, afraid of the future that may carry a disease. We should be aware, either through the regulation of our habits or the discovery of genetic tendencies

Abstract

PARO, César Augusto e PINHEIRO, Roseni. Interprofessionality in undergraduate Collective Health courses: a study on different learning scenarios. Interface (Botucatu) [online]. 2018, vol.22, suppl.2, pp.1577-1588. ISSN 1414-3283. http://dx.doi.org/10.1590/1807-57622017.0838. This article aimed at understanding how interprofessionality is applied in different learning scenarios in an undergraduate Collective Health course. It was an exploratory qualitative investigation based on observations of educational experiences of undergraduate Collective Health students from Universidade Federal do Rio de Janeiro, Brazil. Four practice areas were observed and 15 undergraduate students from different course periods were interviewed. Documents related to theoretical and practical disciplines were analyzed. Some experiences showed unique relationships between work and education processes that enabled an articulation between knowledge and

Abstract

ELY, Luciane Ines e TOASSI, Ramona Fernanda Ceriotti. Integration among curricula in Health professionals’ education: the power of interprofessional education in undergraduate courses. Interface (Botucatu) [online]. 2018, vol.22, suppl.2, pp.1563-1575. ISSN 1414-3283. http://dx.doi.org/10.1590/1807-57622017.0658. This paper presents the results of a qualitative research (case study) that aimed to understand the meanings of a multiprofessional experience in an integrative teaching activity of a public university in the South of Brazil, analyzing its potential for interprofessional education. The activity takes place in Primary Care services and data were produced by means of individual semi-structured interviews with graduates, students and a university manager, a focus group with teachers, and participant observation with records on a field diary. The