ABSTRACT
RESUMO A implementação do Sistema Único de Saúde (SUS) acarretou a emergência de processos de qualificação de recursos humanos em saúde, o que engendrou a necessidade de construir as concepções curriculares no campo educacional da saúde no Brasil. Assim, o campo da Saúde Coletiva (SC) emerge como profícuo no desenvolvimento da discussão multirreferencial em saúde, no âmbito da educação, formação e trabalho. Este estudo objetivou analisar a percepção de docentes do curso de Medicina de uma universidade pública do Ceará sobre os desafios da formação médica em Saúde Coletiva. Trata-se de um estudo de caso com abordagem qualitativa, realizado com emprego da técnica de grupo focal. Foi conduzida uma sessão de grupo focal com quatro docentes das disciplinas da área da Saúde Coletiva, sendo o material qualitativo organizado em categorias e processado por meio da Análise Temática. Após a análise, emergiram as categorias: preconcepções dos discentes sobre a Saúde Coletiva; infraestrutura e preparação para uso das metodologias ativas; diálogo entre os docentes das disciplinas do eixo de Saúde Coletiva; interlocução entre a teoria e prática médica; papel ativo do discente na aprendizagem; interdisciplinaridade. Os professores assinalaram o preconceito no início do curso, sendo as novas estratégias didático-pedagógicas, pautadas nas metodologias ativas, fundamentais e mais atraentes e adequadas ao contexto social vigente, estimulando a busca do conhecimento e a melhoria da relação aluno-professor. Ademais, reconheceram a existência de fatores específicos do curso de Medicina que dificultam a aplicabilidade de estratégias didático-pedagógicas: fragilidade da formação pedagógica de grande parte do corpo docente para o exercício da docência, devido à inexistência de uma política de educação permanente e à estrutura física inadequada. Ratifica-se a importância das disciplinas da área da Saúde Coletiva para a formação do médico nessa área no que tange às competências propostas pelas DCN 2014, contribuindo para o agir do médico e para sua organização como parte de uma equipe de saúde. Dessa forma, para qualificar a formação médica, inexoravelmente, não se pode prescindir da inserção da Saúde Coletiva na matriz curricular do curso. Para que isso ocorra, é imprescindível que os conteúdos teóricos estejam atrelados ao contexto social e tecnológico vigente e pautados nas metodologias ativas de aprendizagem.
ABSTRACT The implementation of the Unified Health System guided the emergence of human resources qualification processes in health, which generated the need to construct the curricular conceptions in the field of health education in Brazil. Thus, the field of Collective Health (SC) emerges as a useful tool in the development of the multireferential discussion on health, in the field of education, training ad work. This study aimed to analyze the perception of teachers of the medical course of a Public University of Ceará on the challenges of medical training in Collective Health. This is a case study with a qualitative approach, based on the focus group technique. A focus group session was held with four professors from the disciplines of the Collective Health area, the qualitative material being organized into categories and processed through the Thematic Analysis. After analysis emerged the categories: students' preconceptions about collective health; infrastructure and preparation for use of active methodologies; dialogue among the teachers of the disciplines of the collective health axis; interlocution between medical theory and practice; active role of the learner in learning; interdisciplinarity. The teachers pointed out the prejudice at the beginning of the course, and the new didactic-pedagogical strategies, based on active methodologies, are fundamental and more attractive and appropriate to the current social context, stimulating the search for knowledge, and improving the student-teacher relationship. In addition, they recognized the existence of specific factors of the medical course that hinder the applicability of didactic-pedagogical strategies: fragility of the pedagogical formation of a large part of the teaching staff for the teaching exercise, due to the inexistence of a Permanent Education Policy and the structure physics. It ratifies the importance of the disciplines of the Collective Health for the training of the doctor in this area with regard to the competencies proposed in the light of the 2014 DCN, corroborating to the physician's action and to his organization as part of a health team . Thus, it is evident that, in order to qualify the medical training, inexorably, one cannot do without the insertion of Collective Health in the Curricular Matrix of the Course. For this to occur, it becomes imperative that the theoretical content be linked to the current social and technological context, based on active learning methodologies.
ABSTRACT
ETHNOPHARMACOLOGICAL IMPORTANCE: The Caatinga (semi-arid region), is an exclusively Brazilian biome. Considering the scarcity of ethnobotanical and ethnopharmacological studies in this region before the year 2000, this study presents data from ethnobotanical expeditions carried out between 1980 and 1990, by the late professor Francisco José de Abreu Matos (1924-2008). The information revealed in this present work are valuable and remained unpublished until now. MATERIALS AND METHODS: The objective was to organize, systematize and analyze ethnobotanical and ethnopharmacological data using ethnobotanical analytical techniques. The most cited native species in each use category were selected for literature review of the pharmacological studies related to their ethnomedicinal uses. RESULTS: Revision of the botanical nomenclature led to the botanical confirmation of 272 plants, of which 84 (30.9%) were reclassified. These represented 71 families and 220 genera that were cited 1957 times. 153 (56.3%) of these plant species are native to Brazil, of which 36 (23.4%) are endemic to the Caatinga. The use reports (RU) associated with these plants, according to the body systems (ICPC-2) in decreasing order of UR and the ICF values were respiratory system (93 species, 407 UR, ICF 0.77), digestive system (119 species, 373 UR, ICF 0.68), general and nonspecific symptoms (95 species, 219 UR, ICF 0.58), female genital system (60 species, 184 UR, ICF 0.68), skin (71 species, 156 UR, ICF 0.55), cardiovascular (50 species, 99 UR, ICF 0.50), blood and immune system diseases (46 species, 96 UR, ICF 0.53), urological (44 species, 88 UR, ICF 0.51), musculoskeletal (33 species, 80 UR, ICF 0.60), psychological (21 species, 71 UR, ICF 0.60), while others represent less than 10.0% of the UR. The most cited plants in the disease categories were Dysphania ambrosioides (28), Pombalia calceolaria (28) Hymenaea courbaril (26), Myracrodruon urundeuva (50), Brassica juncea subsp. integrifolia (16), Scoparia dulcis (22), Phyllanthus niruri (14), Egletes viscosa (25), Lippia alba (16), Erythroxylum vacciniifolium (9) and Salvia rosmarinus (21). The most prominent clades of the medicinal plants based on cluster analysis were the Lamiids (Euasterids)-497 UR and the Fabids (Eurosids I) - 468 UR. Association between certain phylogenetic clades and use-category were also observed and discussed. CONCLUSION: This study demonstrated a new approach in ethnopharmacology by mapping plant usages to diseases prevalent in a community from old ethnobotanical travel reports. In addition to revealing the therapeutic potential of Caatinga species using cluster analysis.
