A interdisciplinaridade e a proposta do Campus Baixada Santista da UNIFESP: uma análise documental
Arquivos
Data
2008-07-30
Autores
Furusato, Meiry Akiko 
Orientadores
Batista, Sylvia Helena Souza da Silva
Tipo
Dissertação de mestrado
Título da Revista
ISSN da Revista
Título de Volume
Resumo
Esta pesquisa teve como objetivos identificar e mapear as concepções de interdisciplinaridade presentes no Projeto Pedagógico do Campus Baixada Santista/UNIFESP e nos projetos pedagógicos dos cursos que o compõem (Nutrição, Psicologia, Fisioterapia, Terapia Ocupacional e Educação Física), bem como discutir as potencialidades e os desafios da interdisciplinaridade na graduação em saúde, a partir da perspectiva da educação interprofissional. 0 referencial teórico abrangeu as bases da organização do ensino de matriz disciplinar e as atuais perspectivas no trabalho em saúde, as principais concepções sobre interdisciplinaridade, bem como incursões teóricas sobre a educação interprofissional e 0 processo de construção do Campus Baixada Santista da UNIFESP. A analise documental do projeto político-pedagógico do campus constituiu a opção metodológica privilegiada. 0 processo de análise de dados foi empreendido, inicialmente, a partir de categorias selecionadas a priori, formuladas por referência aos estudos de Pombo (2006), Fazenda (2003) e Japiassu (2006). As categorias foram denominadas: "integração", "atitude", "ação/prática", "diálogo", "troca" , "escolha". Em um segundo momento, após a identificação das concepções presentes no documento, empreendeu-se movimentos analíticos que configuraram sentidos - epistemológico, político ou organizacional - as concepções de interdisciplinaridade. Tendo por referência a ênfase no trabalho em equipe e a integralidade do cuidado, dimensões fundamentais da Educação Interprofissional, estas concepções foram reagrupadas e constituíram as categorias selecionadas a posteriori. Tendo como sentido principal a integração de disciplinas, bem como a interação de profissionais de diferentes áreas em projetos comuns, a interdisciplinaridade emerge, no documento analisado, como alicerce, perspectiva, instrumento e interface, representando, respectivamente, um modo diferente de ser, conhecer, fazer e viver junto. A assunção da educação interprofissional como pressuposto teórico e metodológico comporta importantes desafios: a organização da gestão acadêmica, o processo de construção e replanejamento permanente do projeto político-pedagógico, a superação de modelos formativos estigmatizantes que implicam mudanças de atitudes entre estudantes, docentes, profissionais e serviços, bem como a avaliação das iniciativas inovadoras. A análise documental do Projeto Político-Pedagógico do Campus Baixada Santista da UNIFESP revela que a interdisciplinaridade como principio formativo na graduação em saúde pauta-se na assunção de atitudes e escolhas que perpassam toda a proposta político-¬acadeêica, não se restringindo a mera integração de conteúdos, mas constituindo-¬se de práticas construídas coletivamente.
This research has as a scope both to identify and t o map the conceptions of interdisciplinarity disclosed both by the Pedagogic Project of the Campus Baixada Santista / UNIFESP and by the pedagogical projects of the courses which compose them (Nutrition, Psychology, Physiotherapy, Ocupati onal Therapy and Physical Education) as well as to discuss both the potential ities and the defiances of the interdisciplinarity on the health graduation, to st art from the perspective of the interprofessional education. The theoretical refere nce covered the basis of the organization of the disciplinary source teaching an d, the present perspectives on the health work, the main conceptions on interdisciplin arity, as well as the theoretical incursions both on the interprofessional education and the process of construction of the Campus Baixada Santista of the UNIFESP. The documentary an alysis of the political-pedagogic project of the Campus formed the privileged methodological option. The data analysis process was initially sta rted from the categories selected a priori that were formulated by reference to the studies o f Pombo (2006), Fazenda (2003) and Japiassu (2006). The categories were den ominated as “integration”, “attitude”, “action/practice”, “dialogue”, “change” and “choice”. Afterwards, upon the identification of the conceptions appearing on the document, analytical actions were started that represented directions – epistemologic al, political or organizational – to the interdisciplinarity conceptions. By having as a reference the emphasis on the team work as well as the responsible integrity, fun damental dimensions of the Interprofessional Education, such conceptions have been regrouped and constituted the categories selected a posteriori having the integration of the disciplines as main sense, as well as the interaction of professionals of different areas on common projects, the interdisciplinarity appears – on the document analyzed – as foundation, perspective, instruments and interface respectively representing a different way of being, of knowing, of doing and of living together. The assumption of the interprofessional education, as a theoretical and m ethodological presupposition contain important defiances: the organization of th e academic administration the enduring process of replanning of the political-pe dagogic project, the overcoming of the stigmatizing forming models which imply changes of attitudes among the students, the teaching staff, professionals and ser vants as well as the evaluation of the innovating initiatives. The documentary analysi s of the Political-Pedagogic Project of the Campus Baixada Santista of UNIFESP discloses that the inte rdisciplinarity as a forming principle on the health graduation is bas ed on the assumption of attitudes and choices failed to appoint all the political aca demic proposal and does not restrict to the mere integration of contents, but constituti ng itself of practices collectively constructed.
This research has as a scope both to identify and t o map the conceptions of interdisciplinarity disclosed both by the Pedagogic Project of the Campus Baixada Santista / UNIFESP and by the pedagogical projects of the courses which compose them (Nutrition, Psychology, Physiotherapy, Ocupati onal Therapy and Physical Education) as well as to discuss both the potential ities and the defiances of the interdisciplinarity on the health graduation, to st art from the perspective of the interprofessional education. The theoretical refere nce covered the basis of the organization of the disciplinary source teaching an d, the present perspectives on the health work, the main conceptions on interdisciplin arity, as well as the theoretical incursions both on the interprofessional education and the process of construction of the Campus Baixada Santista of the UNIFESP. The documentary an alysis of the political-pedagogic project of the Campus formed the privileged methodological option. The data analysis process was initially sta rted from the categories selected a priori that were formulated by reference to the studies o f Pombo (2006), Fazenda (2003) and Japiassu (2006). The categories were den ominated as “integration”, “attitude”, “action/practice”, “dialogue”, “change” and “choice”. Afterwards, upon the identification of the conceptions appearing on the document, analytical actions were started that represented directions – epistemologic al, political or organizational – to the interdisciplinarity conceptions. By having as a reference the emphasis on the team work as well as the responsible integrity, fun damental dimensions of the Interprofessional Education, such conceptions have been regrouped and constituted the categories selected a posteriori having the integration of the disciplines as main sense, as well as the interaction of professionals of different areas on common projects, the interdisciplinarity appears – on the document analyzed – as foundation, perspective, instruments and interface respectively representing a different way of being, of knowing, of doing and of living together. The assumption of the interprofessional education, as a theoretical and m ethodological presupposition contain important defiances: the organization of th e academic administration the enduring process of replanning of the political-pe dagogic project, the overcoming of the stigmatizing forming models which imply changes of attitudes among the students, the teaching staff, professionals and ser vants as well as the evaluation of the innovating initiatives. The documentary analysi s of the Political-Pedagogic Project of the Campus Baixada Santista of UNIFESP discloses that the inte rdisciplinarity as a forming principle on the health graduation is bas ed on the assumption of attitudes and choices failed to appoint all the political aca demic proposal and does not restrict to the mere integration of contents, but constituti ng itself of practices collectively constructed.
Descrição
Citação
FURUSATO, Meiry Akiko. A interdisciplinaridade e a proposta do Campus Baixada Santista da UNIFESP: uma análise documental. 2008. 103 f. Dissertação (Mestrado em Ciências) - Escola Paulista de Enfermagem, Universidade Federal de São Paulo (UNIFESP), São Paulo, 2008.