Uma questão de (de)formação: uma análise dos currículos de formação médica no Brasil na contemporaneidade

Abstract

Professional health training curricula define the expected content, skills, and competencies required to legitimize the practice of health professionals. These are defined by socially competing forces and disputes and express a field of curricular policy definitions at different levels, which Stephen Ball defines as contexts of influence, production, and practice. This study investigated the shifts in meaning between the distinct contexts categorized above in establishing the requirements for medical professionals, identifying the competencies and skills expected at the end of the curricular pathways for undergraduate medical programs in contemporary times, in the state of Rio de Janeiro. To this end, Creswell's documentary analysis was used, using documents as the primary research source and yet the Gil's analytical approach. The research was primarily based on two analytical corpus: a) the curricular guidelines for undergraduate medical programs issued in 2014, recommended by the Brazilian Ministry of Education; and b) the pedagogical projects and curricular frameworks of public and private higher education institutions in the state of Rio de Janeiro recognized by the Brazilian Ministry of Education for the training of medical professionals, which had active status and was freely available on the World Wide Web on their official institutional websites. The analyses indicated the predominance of a market-driven logic in medical training curricula with a technocratic clinical diagnostic approach; a culture of performativity and a shift toward self-accountability for undergraduates' own medical training; and an early onset of in-service medical practice disconnected from discussions in the field of epidemiology and the Brazilian State's public health policie