Análise das relações serviço, ensino e comunidade na formação médica

Abstract

The present thesis focuses on the medical education indicating the urgence for changes to develop an educational politicy in which the public space is privileged, affirmed and empowered in the exercise of this profession. The public space is understood as the space formed by the Public Health System users, workers and managers inclusion, in pursuit of an educational process marked by collective work, integrating teaching, service and community. The main goal is to analyse if the Vila Velha University (UVV) Medical School students’ inclusion in the Community-Teaching-Service Interaction Program (PISEC) has been affirming practices that enphazise the public space, not reduced to the biomedical aspect, with the capacity to carry out comanagement shared work between users, workers and managers. For this purpose, official documents were presented, related to the medical education, to the Vila Velha University, to the medical school and to the Vila Velha City Hall, among others. Reports on the municipality health work places experiences and the author’s own experiences as actual UVV PISEC preceptor and coordinator were also included. The various actors in the process were interviewed: students, preceptors, professionals and users, besides an interview with the PISEC coordinator from 2007 to 2013. To direct the interview moments, trigger Questions were used, which were integrally transcribed to the analysis. The research was submitted and approved by the UFES Research Ethics Committee, after being aproved by the Vila Velha Health Secretariat and by the Vila Velha University, and all subjects signed an Inform Consent Form. In the speeches analysis it was demonstrated that the PISEC presents itself as a possible strategy to public health education, if it accomplished to affirm itself as a medical educational politics and not to establish itself as a desarticulated educational program. Education that becomes effective in a transversal way, and where the doctor acts as a health professional that is part of a team, and that do not perform assistance practices only, but also coordinating work processes, in a guideline that affirms an indissociability between clinic and poliltics. We are commited to an educational politics that expand and affirm a health assistance practice which is democratic, participative, and lateralized.