Abstract

NOBREGA-THERRIEN, Sílvia Maria  and  FEITOSA, Laura Martins. Ação formativa e o desafio para a graduação em saúde. Rev. Bras. Educ. Med. [online]. 2010, vol.34, n.02, pp.227-237. ISSN 1981-5271.

This study aimed to identify and characterize, in the health curriculum policy proposals at the State University of Ceará (UECE), the strategies used to organize the curriculum, interrelating and integrating teaching and research. Sources included the curriculum policy proposals from the various courses and prevailing Brazilian national legislation for higher education. There are a total of 16 disciplines in Research Methodology: 5 in Nursing, 4 each in Biology and Physical Education; 2 in Nutrition; and 1 in Medicine. Physical Education was the only course that provided a continuous supply of disciplines throughout undergraduate training. The course syllabi showed a concentration of technical information in introductory disciplines during the early semesters and applied disciplines during the subsequent semesters. Positive changes were observed, like the implementation of a discipline for writing the course monograph. However, the requirement of teaching scientific methodology and the course monograph are not sufficient to integrate research into teaching. There is a need for curricular adjustments and on-going evaluation of the curriculum policy proposals.

Keywords : Graduation; Teaching; Research.

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