Integração das disciplinas de humanidades em currículos médicos a partir de uma análise documental e opinativa

Abstract

Aiming to broaden our perspective on the curricular processes of medical education, namely on the integration of the humanistic elements, this work sought to understand how the medical humanities disciplines are integrated into the curricula of medical courses, from a documentary and opinionated point of view. For this, we used the mixed methodology of data collection and analysis, in order to obtain quantitative and qualitative information. The documentary analysis delimited a sample of 20 (twenty) curricular projects and their menus, while the opinion survey collected the perceptions of 234 (two hundred and thirty-four) subjects on the integration of the humanities in the medical curricula. The examination of the humanities from the principles of curricular integration in four levels of articulation revealed that in the majority there is scarce horizontal articulation (transversality and interdisciplinarity), verticality (continuity of experiences and gradual complexity of knowledge), laterality (integration with the environment) and balance (quantitative and qualitatively harmonious representation). Opinion survey data corroborate with documentary analysis, but they bring a less critical perspective on the medical humanities in respondent's curricula. The results show that, in general, the medical humanities are articulated in a superficial way to the curricula of medical courses, approaching more the concept of insertion than of integration. However, some curricula analyzed presented important advances and approaches, from the longitudinal insertion of humanities disciplines, thematic insertion in several learning cycles, linking the themes in multidisciplinary modules and, to a certain extent, a considerable number of subjects in the field. We believe that the study contributes to the discussion of the medical humanities, their references and themes, their importance in medical education and its integration to the context in which it situates. In curricular theory, elements that contribute to the proposition of curricular projects that integrate the humanities in a harmonious and just representation, giving the field the space and the articulation necessary for its realization as a category of understanding of the conception of man and his processes.