Detalhes bibliográficos
| Ano de defesa: |
2022 |
| Autor(a) principal: |
Bolonha, Fabíola Junduria |
| Orientador(a): |
Dias, Alfrâncio Ferreira |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Tese
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Não Informado pela instituição
|
| Programa de Pós-Graduação: |
Pós-Graduação em Educação
|
| Departamento: |
Não Informado pela instituição
|
| País: |
Não Informado pela instituição
|
| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Palavras-chave em Espanhol: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
http://ri.ufs.br/jspui/handle/riufs/17488
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Resumo: |
The present study is part of the Interinstitutional Doctoral Project (Dinter) between the Doctoral Program in Education of the Federal University of Sergipe (PPGED/UFS) and the Federal University of Campina Grande (UFCG), Teacher Training Center (CFP), campus of Cajazeiras, PB. The theme of this doctoral thesis is part of the discussions on medical training, and specifically, on the medical curriculum and the dimensions of body, gender and sexuality. From the connection between these themes, the present work aimed to analyze how the body, gender and sexuality are activated in the Political Pedagogical Project (PPC) of the medical course of the Academic Unit of Life Sciences (UACV) (Campus de Cajazeiras). To account for this research proposal, the theoretical-methodological framework of post-critical studies on curriculum was taken. It made him understand that if he wanted to know how these dimensions are activated in the curriculum producing medical subjects, he should go to the discourses that stand out in it, since they are meant as practices permeated by powerknowledge relationships that produce what they name. It is argued in this thesis that there are multiple discursive formations - from official, scientific, biological/biomedical, social, pedagogical norms and guidelines - that enter into dispute in the curricular composition for the approach of knowledge about gender and sexuality that end up silencing LGBTQIA+ bodies in medical training, silencing diversity or difference. Following this argument, it is understood in the analysis that the fabrication of doctors by the UACV/UFCG curriculum triggers articulated power strategies and techniques, still centered on the biomedical model, guaranteeing, as an institution of power, the maintenance of relations of domination and hegemony effects. The work consists of 4 chapters. Chapter 1 is a contextualization of the research topic with general and specific objectives, together with methodological inspirations. In chapter 2, the central concepts of approach and analysis are deepened in the way postcritical perspectives approach such concepts, ending the section with the chosen methodology. In chapter 3, some memories of the LGBTQIA+ movement in Brazil and the reception in public health policies are evoked and, closing the chapter, the educational policies represented by the DCNs for the undergraduate course in medicine are analyzed. Finally, in chapter 4, discursive analyzes were carried out in the PPC of the UACV/UFCG medical course and, from this analysis, it was found that the construction of the PPC took place in an arbitrary and interested way, considering the DCNs of 2001 that do not welcome the concepts of body, sexuality and health in diversity - one of the reasons why these were reformulated in 2014. What is proposed in the PPC is implemented in the curriculum, the subjects are aligned with the health teaching proposals, even if with a strong preponderance of disciplines with biological approaches, prioritizing some knowledge in relation to others. Analyzing discourses present in the curricula and disciplinary menus, it becomes evident the focus on contents of biological nature, the naturalization of discourses about anatomical and physiological bodies, and genders associated with male and female sex, as well as a marked concern with the universalization of health of quality to all, as being the responsibility of these future health professionals. It is corroborated that the curricula produce and are produced from a logic that legitimizes knowledge, thus we have the medical professional subjects formed by the neoliberal rationality, of the subject of health. It is corroborated that the curricula produce and are produced from a logic that legitimizes knowledge, thus we have the medical professional subjects formed by the neoliberal rationality, of the subject of health. 10 It is understood that these subjects of medicine only exist from the other; that the term “identity” cannot explain who they are; that these subjects are invented, in the formation of self-entrepreneurs, of autonomous subjects, responsible for their own success, for their health, for their quality of life, in the name of a freedom made up and fed by disciplinary institutions, in this case, the CVs. As a conclusion, students are insistently invited to what the curriculum prescribes for their training within specific meanings on how to become a normalized, normalizing doctor._____________________________________________________ |
