Construção de um modelo curricular para o curso de graduação em Odontologia a partir de paradigmas estruturais e conjunturais contemporâneos

Abstract

According to Morin apud Coelho (2002), there is increasingly broad, deep and serious inadequacy between the separated, fragmented, and compartmentalized knowledge among disciplines one the one hand, and the increasingly multidisciplinary, cross-sectional, multidimensional, transnational, global and planetary realities and problems on the other. (...) Hyperspecialization prevents what is global (which it dilutes) from being seen. (...) The breakdown of disciplines (in teaching) makes it impossible to learn what tissue is together , that is, the complex, in accordance with the original sense of the term. As contradictory as it may seem, since as far as is known, all if not almost all the Graduation Courses in Dentistry propose to educate a General Clinic Dental Surgeon. However, the great challenge at present, is to educate this General Dental Surgeon based on a model centered on principles of integrality, inter-disciplinary, transdisciplinary and multi-professionalism, preparing him/her to promote health, prevent and care for people, without disqualifying him/her for being a General Clinician; on the contrary, educating him/her to be capable of acting with quality and resolution in 80 to 85% of the prevalent nosology. Thus, the aim of this work was to analyze structural and contemporary Conjunctural paradigms, and from this, construct a curricular model which, in accordance with the various forms of academic structures, could confer a greater or lesser degree of freedom on the organization of contents, as well as various possibilities of using practical scenarios, and thereby contribute, as a reference, to implanting and implementing the National Curricular Guidelines on Graduation Courses in Dentistry, foreseen in the CNE/CES Resolution 3 of 19/02/02. The work consisted of a study of the retrospective and prospective type, by means of a bibliographic survey and life experiences, with regard to the contemporary paradigms, whether they be Structural or Conjunctural, which at present guide the construction of a curricular model for the Graduation Course in Dentistry. The Structural paradigms (developmental and legal bases) were understood as being those that constitute the foundations of the legal aspects that involve the educational process, and are determined by Decrees, Resolutions and other legal diplomas. The Conjunctural paradigms (circumstantial bases) were the contributory, indicative, signalizing, propositional or inductive factors for improving and suiting the educational process to be in consonance with our reality. In the light of the guidance, difficulties and challenges, the paradigms were analyzed and discussed, and at the end of the work, the essential stages in constructing a curricular model, the form or organization and development of the contents, as well as the other characteristics necessary for educating a dental surgeon, capable of being inserted in a natural and productive manner in the various systems that provide health services, particularly the Single Health System (SÚS) were presented.