ACTIVE METHODOLOGIES AS TRANSCENDENTAL MEANING OF MEDICAL TRAINING CURRICULA

ABSTRACT:

The objective of this work is to show how a curriculum is signified by post-critical theories, and from this specific method of interpretation, we try to problematize the discourses that stand out in the official medical curriculum of a public institution of higher education, which is based on the use of active methodologies. To reach this goal, we base our framework on post-critical studies on curriculum and analyze the documents that guide this curriculum. The problematization exercise was carried out using Foucault's discourse analysis. The result yielded the possibility of understanding the curriculum that was analyzed as well as understanding it as an instrument involved in a process of “revelation” of methodologies and subjects considered ideal. We define the “doctor” as a product of the dispute between the various discourses present in this curriculum and show how this professional is positioned. We conclude this work by explaining some key points of curricular studies from the post-critical perspective with the goal of supporting future research.

Keywords: Curriculum; Active Methodologies; Medical Education