scholarly journals New National Curricular Guidelines of medical courses: opportunities to resignify education

2019 ◽  
Vol 23 (suppl 1) ◽  
Author(s):  
Marcelo José Monteiro Ferreira ◽  
Kelen Gomes Ribeiro ◽  
Magda Moura de Almeida ◽  
Maria do Socorro de Sousa ◽  
Marco Túlio Aguiar Mourão Ribeiro ◽  
...  
Keyword(s):  
Primary Care ◽  
Discourse Analysis ◽  
Action Research ◽  
National Curriculum ◽  
Analysis Method ◽  
Medical Curricula ◽  
Curriculum Guidelines ◽  
Biomedical Paradigm

ABSTRACT The new National Curriculum Guidelines aim at restructuring and adapting medical curricula. The objective is to conduct a critical-reflective analysis of the restructure of a medical course’s curricular matrix. This action research was conducted at a Brazilian federal university. The material was analyzed using the discourse analysis method. Among the results, the proposal of a curriculum that values life and transfers the biomedical paradigm to incorporate other dimensions in healthcare is highlighted. The need to strengthen a curricular matrix based on social demands and preferably focused on primary care is indicated. The establishment of longitudinal and transversal relationships among the competency areas of the 2014 National Curricular Guidelines and the curricular components is proposed. The intention is to foster the understanding of determinants and relationships between diseases and the communities’ ways of living.

scholarly journals Documentary analysis of the pedagogical project of a Medicine course and teaching in Primary Care

2019 ◽  
Vol 23 (suppl 1) ◽  
Author(s):  
Valter Luiz Moreira de Rezende ◽  
Bárbara Souza Rocha ◽  
Alessandra Vitorino Naghettini ◽  
Edna Regina Silva Pereira
Keyword(s):  
Primary Care ◽  
Patient Autonomy ◽  
National Curriculum ◽  
Shared Decision ◽  
Clinical Method ◽  
Care Teaching ◽  
Documentary Analysis ◽  
School Of Medicine ◽  
Curriculum Guidelines ◽  
Undergraduate Medicine

Abstract The 2014 National Curriculum Guidelines (DCN) for the medicine course provide for an education that focuses on primary care. The School of Medicine of Universidade Federal de Goiás, adapting itself to the new DCN, has developed a new Pedagogical Course Project (PCP). The objective of this study was to examine, through documentary analysis, the new PCP in the perspective of the 2014 DCN, based on the document “Guidelines for Primary Care Teaching in Undergraduate Medicine Courses”. Although the PCP covers most of the aspects related to primary care teaching, there is no reference to the teaching of the person-centered clinical method, popular health education, respect for patient autonomy, and shared decision-making. We hope, therefore, to subsidize changes in the current PCP and to stimulate other universities to approach these issues.

Assessment in Music Classes in China

2019 ◽  
pp. 338-357
Author(s):  
Dennis Ping-Cheng Wang
Keyword(s):  
Music Education ◽  
National Curriculum ◽  
National Standards ◽  
Historical Background ◽  
Policy And Practice ◽  
Education Assessment ◽  
Music Assessment ◽  
Chinese Music ◽  
Curriculum Guidelines ◽  
Valid Assessment

This chapter outlines the historical background and current development of music education assessment in China. Following the revision of the national curriculum guidelines in 2011, the chapter analyzes (1) the value of the national standards at different school levels, (2) how the national standards affect teachers and schools, and (3) how much the teachers read/follow the guidelines in China. This chapter investigates and examines how assessment policy and practice are used in Chinese music classrooms from elementary, middle, and high schools. Furthermore, it discusses how local music teachers assess their music students and the effectiveness of the national curriculum guidelines used in music classes. The author determines that the current practice of music assessment at all school levels in China is too basic and not diversified. Designing a valid assessment that allows students at all levels to demonstrate their learning outcomes seems to be necessary for music education in China.

scholarly journals Relegating expertise: The outward and inward positioning of librarians in information literacy education

2021 ◽  
pp. 096100062110201
Author(s):  
Alison Hicks ◽  
Annemaree Lloyd
Keyword(s):  
Higher Education ◽  
Discourse Analysis ◽  
Information Literacy ◽  
Professional Practice ◽  
English Language ◽  
Research Programme ◽  
Literacy Education ◽  
Language Models ◽  
Analysis Method ◽  
Practice Of Teaching

Previous research has demonstrated that professional narratives reference discourses that shape the practice of information literacy within higher education. This article uses discourse analysis method to identify how information literacy discourses construct and position teaching librarians within higher education. Texts analysed include four recent English-language models of information literacy and 16 textbooks. Analysis suggests the existence of two distinct narratives related to the role, expertise and professional practice of teaching librarians. In the outward-facing narrative librarian work is typically absent from guidelines for practice. In contrast, book introductions, which constitute the inward-facing narrative, centre professional librarians yet simultaneously position them as incompetent, or as lacking the skills and understandings that they need to be effective in this setting. These narratives constitute a form of othering that threatens professional practice at a time when the professionalisation of librarianship is being drawn into question. This article represents the second in a research programme that interrogates the epistemological premises and discourses of information literacy within higher education.

Body and health in the training of health professionals: a mapping of scientific production

2021 ◽  
Vol 2 (1) ◽  
Author(s):  
Márcia Cristina Rocha Paranhos ◽  
Lívia De Rezende Cardoso
Keyword(s):  
Health Professionals ◽  
Professional Training ◽  
State Of The Art ◽  
National Curriculum ◽  
Health Curriculum ◽  
Academic Production ◽  
Unified Health System ◽  
Curriculum Guidelines ◽  
Theses And Dissertations ◽  
And Training

This article builds a mapping in order to analyze the theses and dissertations about body, health, curriculum and training of health professionals. For this, theses and dissertations were mapped in the period from 2010 to 2020 through a state-of-the-art study. The composition of the data is given by the presentation and discussion of the listed texts. As for research, these concern the production of bodies based on biotechnological discourses; professional training in health; others point to the curricula of health courses after the National Curriculum Guidelines (DCN); the performance of health professionals in relation to the Unified Health System (SUS); teaching strategies for health training; corporeidity in the curricula, especially in the curricula of the Physical Education course; the anatomoclinical body and educational health practices. In this perspective, some contributions, limits and possibilities of this academic production were observed.

scholarly journals Letramento Visual na Educação Infantil: uma Proposta de Ensino

2019 ◽  
Vol 20 (3) ◽  
pp. 327
Author(s):  
Ana Carolina Vieira de Brito ◽  
Alda Maria Coimbra Aguilar Maciel
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Rio De Janeiro ◽  
Nursery School ◽  
National Curriculum ◽  
Narrative Structure ◽  
Childhood Education ◽  
Teacher Opinion ◽  
Educational Product ◽  
Curriculum Guidelines

O artigo discute o letramento na Educação Infantil por meio da pedagogia de multiletramentos. Foi realizada uma retrospectiva histórica e breve análise dos documentos Referencial Curricular Nacional da Educação Infantil - RCNEI, Diretrizes Curriculares Nacionais para a Educação Infantil - DCNEI e Orientações Curriculares para a Educação Infantil - OCEI. Para a elaboração do produto educacional, foram utilizados os conceitos da Gramática do Design Visual - GDV e a estrutura narrativa de Labov para a organização da contação de histórias. Baseou-se nas concepções do método pesquisa-ação de cunho qualitativo, cujo campo de aplicação foi uma creche pública do Município do Rio de Janeiro – segmento Maternal I –, localizada em uma comunidade da zona Norte do Estado do Rio de Janeiro. Iniciou-se a elaboração do produto utilizando a opinião das professoras da unidade, na qual a pesquisa foi realizada, para que o material fizesse realmente sentido para elas. Ao disponibilizar o produto, esperou-se perceber cada teoria sendo utilizada em favor da formação de sujeitos mais autônomos, críticos e criativos. Palavras-chave: Multiletramento. Multimodalidade. Educação Infantil. Caderno Pedagógico. Abstract                                                                                                   This article presents a research that discusses a literacy instrument in Early Childhood Education through multiliteracy pedagogy. It was started with a historical retrospective and a brief analysis was carried out of the National Curricular Reference Framework for Early Childhood Education (RCNEI), the National Curriculum Guidelines for Early Childhood Education (DCNEI) and the Curriculum Guidelines for Early Childhood Education (OCEI). For the elaboration of the educational product, in turn, the concepts of the Grammar of Visual Design (GDV) and the narrative structure proposed by Labov for the organization of storytelling were used. It was based on the conceptions of the qualitative action research methodology, whose field of application was a public nursery school of the Municipality of Rio de Janeiro - Maternal I -, located in a community in the northern area of the State of Rio de Janeiro.  The elaboration of the product was started using the teacher’ opinion of the unit where the research was carried out so that the material could make real sense to them. In making our product available, it is hoped to perceive each theory being used in favor of the formation of more autonomous, critical and creative subjects. Keywords: Multiliteracy. Multimodality. Child Education. Early Childhood Education. Pedagogical Handbook.

scholarly journals A TRAJETÓRIA DAS DIRETRIZES CURRICULARES NACIONAIS DO CURSO DE EDUCAÇÃO FÍSICA

2020 ◽  
Vol 3 ◽  
pp. 134
Author(s):  
Carla Chagas Ramalho ◽  
Fernanda De Souza Cardoso
Keyword(s):  
Physical Education ◽  
National Curriculum ◽  
National Guidelines ◽  
Critical Knowledge ◽  
Social Interests ◽  
Curriculum Guidelines ◽  
Training Area

RESUMOEste trabalho buscou trazer a trajetória das Diretrizes Curriculares Nacionais de Educação Física, com o propósito de apontar as transformações da Educação Física enquanto área de formação. Para alcançarmos este objetivo, utilizamos como metodologia a pesquisa bibliográfica, analisando documentos e bibliografias relacionadas ao período da implementação da Educação Física (inicialmente conhecida como Ginástica) no cenário escolar aos dias atuais, com a nova Diretriz no ano de 2018. Após esta análise, observamos que o curso de Educação Física sempre serviu a interesses sociais adversos e constatamos que este curso se encontra num momento de total incompatibilidade curricular com as diretrizes nacionais que o baseiam, ou seja, discrepância entre documentos gerados pelo mesmo órgão (Conselho Nacional de Educação). Por este motivo, torna-se o momento propício para debates onde a classe de trabalhadores(as) de Educação Física consigam caminhar em prol do conhecimento amplo e crítico para todos(as), fomentando uma base fortificada e unida num propósito de uma Educação Física ampliada em seus conhecimentos e atribuições, sem interesses exclusivos do mercado de trabalho.Palavras-chave: Diretrizes. Currículo. Educação Física. ABSTRACTThis work sought to bring the trajectory of the National Curriculum Guidelines for Physical Education, with the purpose of pointing out the transformations of Physical Education, as a training area. To achieve this goal, we used bibliographic research as a methodology, analyzing documents and bibliographies related to the period of implementation of Physical Education (initially known as Gymnastics) in the school scenario to the present day, with the new Guideline in 2018. After this analysis, we note that the Physical Education course has always served adverse social interests and we note that this course is at a time of total curricular incompatibility with the national guidelines on which it is based, that is, discrepancy between documents generated by the same body (Conselho Nacional de Educação) . For this reason, it becomes a propitious moment for debates where the class of Physical Education workers is able to walk in favor of broad and critical knowledge for all, fostering a fortified and united base in a purpose of Physical Education expanded in their knowledge and duties, without exclusive interests in the labor market.Keywords: Guidelines. Curriculum. Physical Education.

scholarly journals Roma generációk értékválasztásai és az LMBTQ

2018 ◽  
Vol 30 (3) ◽  
pp. 55-70
Author(s):  
Dezső Máté
Keyword(s):  
Discourse Analysis ◽  
Lived Experiences ◽  
Social Values ◽  
Research Question ◽  
Ethnic Origin ◽  
Analysis Method ◽  
Queer People

The aim of the study, to examine the mentioned Roma generations value similarities and identities, in parallel with the Roma LGBTQ movement. My research question is, which social values and norms are excluded from the first intellectual Roma generation’s focuses, and what were the main reasons of it. In my paper I using discourse analysis method, which are reflecting on the mentioned Roma generations own lived experiences and social values. Roma LGBTQ people facing not only with discrimination and xenophobia because of their ethnic origin, but also with homophobia and transphobia because of their gender and LGBTQ identities as, Lesbian, Gay, Bisexual, Transgender, Queer people.

scholarly journals Inclusion of palliative care teaching in medical schools in Brazil

2021 ◽  
Vol 45 (2) ◽  
Author(s):  
Andrea Augusta Castro ◽  
Stella Regina Taquette ◽  
Natan Iório Marques
Keyword(s):  
Palliative Care ◽  
Medical Training ◽  
National Curriculum ◽  
Medical Schools ◽  
World Health ◽  
Ministry Of Education ◽  
The North ◽  
Curriculum Guidelines ◽  
Legal Frameworks ◽  
Health Organization

Abstract: Introduction: The palliative care (PC) approach is a care modality recommended by the World Health Organization. Suffering and the process of dying are present in everyday clinical practice, affecting people with life-threatening diseases. However, the predominant model of teaching in Brazilian medical schools does not include palliative care. Objectives: The aim of the study was to get to know the Brazilian medical schools that include PC in their curriculum, and how it has been taught. Methods: Descriptive and exploratory study, carried out by searching for medical schools with disciplines in PC, through the analysis of the course syllabi available in the curricular matrices on the official websites of higher education institutions from August to December 2018. They were analyzed considering the offered period of the PC content, workload, scenario, and type of discipline (elective or mandatory). Results: 315 schools registered with the Ministry of Education were found, and only 44 of them (14%) offer courses in PC. These schools are distributed throughout 11 Brazilian states, of which 52% are located in the Southeast region, 25% in the Northeast, 18% in the South, 5% in the Midwest, and none in the North region. The predominant modality of the type of discipline in PC was mandatory in 61% of schools. Most Brazilian medical schools are private entities (57%), a similar percentage to the total number of medical schools identified with the teaching of PC. This course takes place in the 3rd and 4th years of the course; in most schools, the workload was 46,9 hours. The predominant scenario is the classroom, while some institutions provide integration between teaching community service and medical practice. The program contents are diverse, including thanatology, geriatrics and finitude, humanization, bioethics, pain, oncology and chronic diseases. Conclusion: PC education in Brazil is insufficient, which represents a barrier to the training of doctors in line with the recommendations of international entities, the National Curriculum Guidelines and legal frameworks within the scope of SUS. Investments by medical entities and government agencies are necessary to increase teaching in PC and the consequent qualification of medical training.

scholarly journals IDENTIDADE PESSOAL E SOCIAL DA CRIANÇA: A IMPORTÂNCIA DOS BRINQUEDOS E DAS BRINCADEIRAS.

2019 ◽  
Vol 2 ◽  
pp. 44
Author(s):  
Raquel Dilly Konrath ◽  
Cláudia Schemes
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Social Identity ◽  
National Curriculum ◽  
Social Formation ◽  
Childhood Education ◽  
Legal Documents ◽  
Curriculum Guidelines ◽  
The Right ◽  
Legal Guidelines

O presente artigo tem como objetivo abordar e analisar a formação da identidade pessoal e social da criança na Educação Infantil estabelecidos nas atuais Diretrizes e Referenciais Curriculares Nacionais da Educação Infantil. Procura, também, identificar a importância das brincadeiras e suas interações, dos brinquedos para o desenvolvimento da formação desta identidade e do papel do professor e da professora nesse processo. Esta pesquisa configura-se como exploratória qualitativa e tem como procedimento técnico a análise dos documentos legais como o Referencial Curricular Nacional para a Educação Infantil: formação pessoal e social (BRASIL, 1998), as Diretrizes curriculares nacionais para a educação infantil (BRASIL, 2010) e os Brinquedos e brincadeiras nas creches: manual de orientação pedagógica (BRASIL, 2012). Entendemos que os textos e as diretrizes legais, mesmo sendo referências nacionais, são significados no seu contexto e, por mais que se procure universalizar práticas, estas só se revelam na ação dos próprios sujeitos que o compõem e lhe dão sentido e significado. Ou seja, por mais que as diretrizes ou as orientações legais sejam prescritivas e universais, quem dá sentido ao texto e ao conhecimento é o próprio sujeito que o vive. Palavras-chave: Identidade. Criança. Formação pessoal e social. Brinquedos.ABSTRACTThis article addresses and analyzes one of the objectives of Early Childhood Education established in the current National Curriculum Guidelines and Frameworks for Early Childhood Education, which is the formation of the child’s personal and social identity. It emphasizes the importance of the games, toys and their interactions for the development of the formation of the personal and social identity and the role of the teacher in this process. This research is configured as a qualitative and thematic research as an analysis of legal documents as the National Curricular Reference for Childhood Education: personal and social formation (BRASIL, 1998), National Curricular Guidelines for Early Childhood Education (BRASIL, 2010), The toys and games in the nursery: pedagogical guidance manual. (BRAZIL, 2012). We understand that texts and legal laws, even if they are national references, are meaningful in their context and therefore are universal practices, these are revealed in the action of more rigorous than the right of speech and meaning. That is, as rough as legal guidelines are prescribed and universal, what gives meaning to the text and to knowledge is the subject who lives.Keywords: Identity. Child. Personal and social formation. Toys.

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