Resumo

TUTUNJI, Valdi Lopes. Pedagogia da Libertação: o caso do ensino medicoFor a Pedagogy of Liberation: the case of medical education. Rev. Bras. Educ. Med. [online]. 2009, vol.33, n.03, pp.472-475. ISSN 1981-5271.

ABSTRACT The redemocratization of Brazil has led to changes in medical education and practice, which are nevertheless still out of step with the country’s reality and needs. Medical schools have proven incapable of developing a new model that allows them to overcome this stage of dissatisfaction by society and their students. The violence practiced in school through its pedagogical and educational practices impedes the development of a satisfactory environment for the teaching-learning process, with excessive red tape, rules and regulations, absence of dialogue and participatory spaces, imposition of contents and disciplines, inappropriate architecture (walls, gratings, turnstiles, and sirens), leaving faculty and students hostage to the discourse of order and productivity. It is no longer conceivable to allow the school’s daily routine to proceed in complete disaccord with the wishes of its various constituents. The school, through its administrators, needs to work to strengthen its capacity for change, self-criticism, and improvement, just as it expects of its students. There is no democracy without emancipation, without a pedagogy that allows subjects to act critically, politically, and ethically.

Palavras-chave : Medical Education;; Trends; Ethics.

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