Resumen

BASTOS, Amélia Rota Borges de  y  NUNES, Luciana de Souza. Medical Education and Inclusive Processes: interdisciplinary teaching practices guided by the knowledge of special education. Educação e Filosofia [online]. 2022, vol.36, n.76, pp.313-334.  Epub 29-Ene-2024. ISSN 1982-596X.  https://doi.org/10.14393/revedfil.v36n76a2022-60452.

The accessibility, as transversal theme to the formation of the Pampa Federal University egresses, is present in the University institutional project as well in the Courses Pedagogical Projects. However, although such intentionality appears in the institutional documents, the materialization of such theme - apart from the guarantee of the accessibility legal requirements present in the evaluation instruments of the university education - is still incipient. Even in the medical course, in spite of the diversity theme and the guarantee of equality without any kind of distinction in the basic system assistance compose the National Curricular Guidelines to the education of the futures doctors, is recent the discussion about the disability theme, being nowadays stimulated by the demand of resources required for this specific type of public in the primary health care, arising from the COVID-19 pandemic. In this article, we present the interdisciplinary practices that have been executed in the Medical Course and Professional Master’s Degree on Sciences Teaching. Among these practices we have the production of boards in Augmentative Alternative Communication (AAC) for supporting the COVID-19 diagnosis in disabled patients; accessible instructional materials about themes concerning the pandemic; AAC courses for health area students and training of health services professionals for the assistance of disabled users. These practices and their consequences for the education of Medical students are the objective of the present work.

Palabras clave : Accessibility; Medical Training; Inclusion; Special Education.

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