<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2238-121X</journal-id>
<journal-title><![CDATA[Comunicações]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Comunic.]]></abbrev-journal-title>
<issn>2238-121X</issn>
<publisher>
<publisher-name><![CDATA[Universidade Metodista de Piracicaba]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2238-121X2015000300155</article-id>
<article-id pub-id-type="doi">10.15600/2238-121X/comunicacoes.v22n3p155-164</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[É PRECISO ENCAIXOTAR? MODELOS QUE REFERENCIAM A PRÁTICA DOCENTE EM SAÚDE]]></article-title>
<article-title xml:lang="en"><![CDATA[Is it needed to encase? Models that reference the teaching practice in health.]]></article-title>
<article-title xml:lang="es"><![CDATA[¿Es necesario encajonar? Modelos que hacen referencia a la práctica docente en salud.]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[BETTY]]></surname>
<given-names><![CDATA[CHRISTINE BARBOSA]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,UNIFESP  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2015</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2015</year>
</pub-date>
<volume>22</volume>
<numero>3</numero>
<fpage>155</fpage>
<lpage>164</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2238-121X2015000300155&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2238-121X2015000300155&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2238-121X2015000300155&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Trata-se de uma reflex&#227;o sobre modelos que orientam a pr&#225;tica docente no ensino superior em sa&#250;de para trabalho em curso interdisciplinar de forma&#231;&#227;o de professores, na p&#243;s-gradua&#231;&#227;o stricto sensu. Foram identificadas formas de sistematiza&#231;&#227;o elaboradas por estudiosos da educa&#231;&#227;o e do ensino em ci&#234;ncias da sa&#250;de. Ao longo da viv&#234;ncia no curso e de atividades em grupo de estudos sobre a forma&#231;&#227;o docente em sa&#250;de, surgiram os questionamentos: por que buscamos modelos em nossas reflex&#245;es? Uma vez encontrado(s) nosso(os) modelo(os) de refer&#234;ncia(as), precisamos tom&#225;-lo(os) como ideal(ais)? Ou seja, &#233; preciso nos encaixotar? As an&#225;lises revelaram que pensamos filosoficamente por modelos. E pensar o processo de ensino-aprendizagem por meio de modelos pedag&#243;gicos pode ser saud&#225;vel para nossas reflex&#245;es, mas buscar um modelo ideal a ser seguido poder&#225; tornar-se usurpat&#243;rio e entrar em contradi&#231;&#227;o com a ideia de autonomia do docente em processo de forma&#231;&#227;o. Considero que n&#227;o precisamos nos acurralar em &#8220;pris&#245;es&#8221; ou &#8220;caixas&#8221; para vivenciarmos nossas experi&#234;ncias formativas e elaborarmos nossas pr&#225;ticas docentes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT It is a reflection about the models that guide the teaching practice at the higher health education, to work in teacher education interdisciplinary program, at stricto sensu postgraduate program. Forms of systematization developed by scholars of education and education in health sciences were identified. Throughout the experience from the course and study group activities on teacher training in health came the questions: Why we search models in our reflections? Once found our reference(s) model(s), we need to take it as ideal? In other words, it is necessary packing ourselves? The analysis revealed that we think philosophically by models. And think the process of teaching and learning by the pedagogical models, can be healthy for our reflections, but search for an ideal role model for be followed could become a usurpation and contradict the idea of autonomy of teachers in formation process. I consider that we don&#8217;t need pound ourselves in &#8220;prisons&#8221; or &#8220;boxes&#8221; to live our formative experiences and elaborate our teaching practices.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Se trata de una reflexi&#243;n sobre los modelos que orientan la pr&#225;ctica docente en el grado en salud para trabajo en curso de formaci&#243;n interdisciplinar de profesores en posgrado stricto sensu. Fueran identificadas las formas de sistematizaci&#243;n elaboradas por estudiosos de la educaci&#243;n y del ense&#241;o en ciencias de la salud. A lo largo de la experiencia de las actividades del curso y del grupo de estudio sobre la formaci&#243;n del profesorado en materia de salud, vinieron las preguntas: &#191;Por qu&#233; buscar modelos en nuestras reflexiones? &#191;Una vez encontrado(s) nuestro(s) modelo(s) de referencia, tenemos que tomarlo(s) como ideal(es)? &#191;Esto es, es necesario nos encajonar? El an&#225;lisis revel&#243; que pensamos filos&#243;ficamente, por medio de modelos. Y pensar el proceso de ense&#241;anza y aprendizaje a trav&#233;s de los modelos pedag&#243;gicos, puede ser saludable para nuestras reflexiones, pero buscar un modelo ideal a seguir podr&#225; convertirse usurpatorio y contradecir la idea de la autonom&#237;a de los docentes en la proceso de formaci&#243;n. Considero que lo que no necesitamos nos acorralar en &#8220;prisiones&#8221; o &#8220;cajas&#8221; para vivir nuestras experiencias formativas y elaboramos nuestras pr&#225;cticas de ense&#241;anza.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[FUNDAMENTOS DA EDUCAÇÃO]]></kwd>
<kwd lng="pt"><![CDATA[FORMAÇÃO DOCENTE]]></kwd>
<kwd lng="pt"><![CDATA[PEDAGOGIA UNIVERSITÁRIA]]></kwd>
<kwd lng="pt"><![CDATA[TEORIA CRÍTICA DA SOCIEDADE]]></kwd>
<kwd lng="pt"><![CDATA[ENSINO E SAÚDE]]></kwd>
<kwd lng="en"><![CDATA[EDUCATIONAL FOUNDATIONS]]></kwd>
<kwd lng="en"><![CDATA[TEACHER TRAINING]]></kwd>
<kwd lng="en"><![CDATA[UNIVERSITY PEDAGOGY]]></kwd>
<kwd lng="en"><![CDATA[CRITICAL THEORY OF SOCIETY]]></kwd>
<kwd lng="en"><![CDATA[EDUCATION AND HEALTH]]></kwd>
<kwd lng="es"><![CDATA[FUNDAMENTOS DE LA EDUCACIÓN]]></kwd>
<kwd lng="es"><![CDATA[LA FORMACIÓN DOCENTE]]></kwd>
<kwd lng="es"><![CDATA[PEDAGOGÍA UNIVERSITARIA]]></kwd>
<kwd lng="es"><![CDATA[LA TEORÍA CRÍTICA DE LA SOCIEDAD]]></kwd>
<kwd lng="es"><![CDATA[LA EDUCACIÓN Y LA SALUD]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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