![]() ![]() The student is responsible for performing the possible integration of contents, which emphasize knowledge of basic sciences and surgical techniques, but are limited concerning promotional-preventive and public health aspects (Ditterich, Portero, Schmidt, 2007). This difficulty can certainly be identified in the undergraduate Dentistry courses, which tend to follow fragmented curricular patterns. The definition of these choices, allied with the form of teaching, still challenges university educators, both in undergraduate and postgraduate programs (Nunes, 2011). These issues point to the importance of analyzing how the social construction of the curriculum occurs, that is, identifying the agents teachers, students, managers, directors, teaching committees, performance evaluation institutions that contribute to the choice of the curriculum disciplines and of their contents (Nunes, Nascimento, Barros, 2010). Masetto (1998) analyzed the Brazilian higher education model and observed that education is targeted at the job market, focusing on the technical and care provision training, with difficulties to create and universalize solutions that are adequate to the Brazilian social reality. This included the construction of new pedagogical projects in the courses and curricular changes. #Resolucao moyses vol 1 professionalWhen, in February 2002, the Diretrizes Curriculares Nacionais (DCN National Curriculum Guidelines) of the undergraduate Dentistry courses (Brasil, 2002) underlined that the professional to be trained in Brazil should have a generalist profile, and listed skills and competencies to be developed by the dentist, new paths were sought to respond to the proposed challenge. Garrafa and Moysés (1996) have emphasized that Dentistry is technically commendable (due to the level of quality that has been undeniably achieved in many specialties), but scientifically questionable (as it has not showed competence to expand this quality to the majority of the population) and socially chaotic (due to the inexistence of social impact on initiatives of public and collective programs). ![]() ![]() However, this advance has not brought the expected improvements regarding a reduction in the indexes of oral diseases that are currently registered in the Brazilian population. The project was submitted to the Research Ethics Committee of Universidade do Planalto Catarinense (UNIPLAC) and was approved through the opinion noĢ Initial remarks The 20 th century, particularly its three last decades, witnessed the undeniable technical-scientific advance of Dentistry, which has become capable of offering sophisticated techniques to solve even the most complex oral health problems. 1 The paper has never been published and is a result of a Doctoral dissertation in Education that was financed by CNPq (National Council for Scientific and Technological Development). We inferred that there is the need to rethink the whole process of curriculum reform, rebuilding this curriculum continuously and discussing specifically the changes in the pedagogical practices. The results were grouped in four categories: 1) the curricular reform process one possible proposal for changing graduation standards 2) process-related stress differences between imagined theory and perceived truth 3) the development of the process and its steps and 4) the ongoing experience of an integrated curriculum a continuous learning process and overcoming. Three representatives of the management group of the University, 46 students, and 12 professors were interviewed. A qualitative case study method was used and the data obtained was analyzed through the use of qualitative interpretive analysis technique. ABSTRACT The present paper discusses the process of curriculum change for graduation in dental education in a university in the South of Brazil. IV Centro de Ciências Biológicas e da Saúde, Programa de Pós-Graduação Stricto Sensu Área de Concentração em Saúde Coletiva, Pontifícia Universidade Católica do Paraná. III Programa de Pós-Graduação em Educação, Faculdade de Educação, PUCRS. Rua Ramiro Barcelos, 2492, Caixa Postal Rio Grande do Sul, RS, Brasil II Programa de Pós-Graduação em Educação, Faculdade de Educação e Pós- Graduação em Gerontologia Biomédica da Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS). 1 Integrated curriculum for teaching dentistry: new directions for training in the field of healthcare 1 Ramona Fernanda Ceriotti Toassi Ii, Claus Dieter Stobäus II, Juan José Mouriño Mosquera III, Samuel Jorge Moysés IV I Departamento de Odontologia Preventiva e Social, Faculdade de Odontologia, Universidade Federal do Rio Grande do Sul (UFRGS). ![]()
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