A temática saúde na licenciatura de docentes indígenas: um estudo na Universidade federal do amapá

• Ano de defesa: 2016
• Autor(a) principal: Mendes, Myriam Regina Zapaterra [UNIFESP]
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de São Paulo (UNIFESP)
• Palavras-chave em Português: Health of indigenous peoples; Faculty; Education; Higher; Health education; Curriculum; Saúde de populações indígenas; Docentes; Educação superior; Educação em saúde; Currículo
• Link de acesso: https://sucupira.capes.gov.br/sucupira/public/consultas/coleta/trabalhoConclusao/viewTrabalhoConclusao.jsf?popup=true&id_trabalho=4355838; https://www2.unifesp.br/centros/cedess/mestrado/baixada_santista_teses/037_bx_dissertacao_myriammendes.pdf; https://repositorio.unifesp.br/handle/11600/46935

The political pedagogical project of the Higher Indigenous Teachers Course demands an immersion in the anthropological fundaments that deal with the specificity of the indigenous cultures, establishing the framing of its concepts for its preparation, mostly in the subjects related to indigenous health. The aim of this research was to investigate the formative proposal related to the theme Health in the Intercultural Higher Indigenous Teachers Course in the Amapá Federal University. For that, a descriptive-analytical exploratory research has been made, approaching quality as well as quantity. From a documental analysis, there has been a research to investigate the pedagogical proposal of the Intercultural Higher Indigenous Teachers Course related to the students preparation to discuss indigenous children´s and young adult´s health-related issues. Using a Likert Attitude Scale, we sought to learn the graduates? perception about their health formation. The documental analysis allowed us to identify the theme Health as a growing demand field in the indigenous communities, which require multi-professional teams, and specifically prepared differentiated teachers. It is also necessary to respect their own way to cognize, produce knowledge and make good use of it, for public policies of health prevention and promotion, enriching the intercultural and interdisciplinary dialogue-based cultures.Yet the perception of graduates considering their degree in Health, pointed the need of improvement in the graduation proposal related to the discussions about the full attention to health, according to the SUS?s (Sistema Único de Saúde) principles and guidelines, and its inspection methods, like the Social Control. Distinct understandings about the health-disease program, ways to develop campaigns or health actions with the students of the indigenous schools and communities and discussion about the Health in the School Program (Programa Saúde na Escola), also come up as themes demanding improvement on their approach. The experience as a professor in the Intercultural Higher Indigenous Teachers Course has brought the richness of the dialogic relationship with the indigenous students for the enrichment of their distinct understandings about Health and Disease, their respectful relationship with the visible and invisible nature creatures, and ways of knowing, seeing, exchanging and doing form the indigenous peoples from Amapá and Northern Pará. This way, it reaffirms the importance of the insertion of thematic Heath content within the Political Pedagogical Project of the Intercultural Higher Indigenous Teachers Course in the perspective of significative learning and the ?learning-teachinglearning?.