Redimensionamento da utilização dos espaços públicos nas cidades / Redimensioning the use of public spaces in cities

Este artigo tem por objetivo refletir sobre a estruturação e/ou reorganização de espaços públicos como locais de formação permanente, de prestação de serviços públicos, de convivência social, cultural, esportiva e de lazer. Nesse contexto, entende-se como significativo o planejamento participativo, a organização e a realização nas cidades de programas sociais, culturais, educativos, esportivos e de lazer como alternativa para contribuir com a humanização da sociedade, convívio comunitário, melhoria da qualidade de vida e desenvolvimento social, em ambientes saudáveis, sustentáveis e de acesso público.

This article aims to reflect about the structuring or reorganization of public spaces as places of lifelong learning, to provide public services, social and cultural harmony, sporting and leisure activities. In this context, it is understood as meaningful the participatory planning, the organization and execution in the city which have social programs, cultural, educative, sportive and of leisure as an alternative to contribute with the humanization of the society, of community living, of life improvement and social development, in a healthy, sustainable and of public access environment.

Concepción pedagógica de contenido humanista en la formación permanente del profesor de Medicina General Integral / Pedagogical conception of humanist content in the permanent formation of the professor of general comprehensive medicine

Introducción: en Cuba no existe una preparación adecuada del especialista en Medicina General Integral (MGI) en relación a su formación humanista por lo que se hace necesario redimensionar su formación permanente a partir de una concepción pedagógica del contenido humanista de la especialidad. De todas formas eso es algo que deben de ver con el autor. Objetivo: exponer los referentes teórico-metodológicos de una concepción pedagógica de contenido humanista en la formación permanente del profesor de Medicina General Integral. Material y Métodos: se realizó una revisión bibliográfica a través de los motores de búsqueda: google académico, bing y dogpilecon los descriptores formación permanente del profesor universitario, Investigaciones en Educación Médica Superior, formación humanista del profesional y la biblioteca virtual de salud en las bases de datos Scielo y Dialnet. Se consultan los documentos rectores de la formación inicial y permanente del MGI así como tesis doctorales que abordan aspectos del contenido de la formación.Resultados: se presenta una concepción pedagógica de contenido humanista estructurada por un sistema de principios, ideas rectoras y conceptos que revelan sus nexos y relaciones. Se exponen sus componentes y se revelan los nexos y relaciones esenciales. Conclusiones: la sistematización teórica e integración de estos referentes teórico-metodológicos constituyen los fundamentos de la concepción pedagógica de contenido humanista en la formación permanente del profesor de MGI(AU)

Introduction: In Cuba the medical formation is leading by the specialist in Family Medicine. General practitioner is not well prepared in the humanist area andit is indispensable their permanent formation based upon a pedagogical conception with humanist content. Objective: to expose the theoretical-methodological reference with a pedagogical conception of humanist content in the permanent formation of the professor of Family Medicine. Material and Methods: a bibliographic review using the search engines Academic Google and Dogpile with the permanent descriptors formation, Research in Superior Health Education, Humanistic formation of the professional and the Virtual Library on Health in data bases Scielo and Dialnet was made. The most important documents of the initial and permanent formation of the Family Medicine professor and Doctoral Thesis dealing with aspects of the contents of these formations were consulted. Results: A humanistic content pedagogical conception which involves humanistic axiological focus and the identity-cultural focus in the permanent formation of the Family Medicine(Family Medicine professor). Its components are manifested and the nexus and essential relations are revealed. Conclusions: The theoretical systematization and integration of these theoretical-methodological references constitute the foundations of the pedagogical conception of humanist content in the permanent formation of the professor of General Comprehensive Medicine(AU)