Diretrizes curriculares nacionais do curso de graduação em medicina : efeitos de sentidos da noção de competências

• Ano de defesa: 2013
• Autor(a) principal: Araújo, Larisse Frassinete Lins de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Alagoas; Brasil; Programa de Pós-Graduação em Ensino na Saúde; UFAL
• Palavras-chave em Português: Competência Profissional; Educação de Graduação em Medicina; Currículos - Mudança; Professional Competence; Graduate Education in Medicine; Curriculum - Change; CNPQ::CIENCIAS DA SAUDE::MEDICINA
• Link de acesso: http://www.repositorio.ufal.br/handle/riufal/1953

Skills/abilities are at the core of the medical schools curriculum reform guided by the National Curriculum Directives for Undergraduate Medical Course. The reform discourse demands a competency-based education and is committed to the general practitioner, who promotes the human being general health formation profile. The present paper analyzed competence notion meaning effects in this document making use of theoretical and methodological framework of Discourse Analysis founded by Michel Pecheux establishing an interlocution with Eni Orlandi and Georg Luckács. Competency-based education proposes the reorganization of medical courses political pedagogical projects. It was influenced by several international agencies and is based upon the productivist pedagogical concept by means of neoprodutivism and its variants – neotechnicism, neoscholanovism, neoconstructivism. Thus, the skills constructivist matrix has spread from government office according to globalized neoconservantism in order to adjust the health workforce demands of neoliberal capitalism. Thereby, there is a need to advance in a deep reflection upon the teaching/learning process aiming at promoting the learner’s critical-emancipatory attitude.