Espaços para o eu e os outros no contexto de sala de aula: como experiências narrativas subjetivam e transformam o ensino e suas potencialidades para escolas médicas

Abstract

This study critically analyzes the construction of Brazilian medical schools as a model of pedagogy of the oppressed, proposing a perspective to shift the current educational model towards a more humanistic path. Initially, the study explores the historical trajectory of medical education in Brazil, highlighting the Flexnerian model and the National Curricular Guidelines (DCN). From this, critical points are identified in the DCN, including the lack of focus on humanities and subjectivities, the excessive focus on traditional methodologies, and the lack of integration between education, research, and extension. The study then addresses Paulo Freire's thinking on the pedagogy of the oppressed, highlighting the importance of horizontality in the teacher-student relationship and the empowerment of the oppressed (in this case, the students) to achieve their humanity and liberate themselves and their oppressors. Based on the analysis of Freire's thinking, the study argues that the current curricular structure of Brazilian medical schools does not consider students as subjects of knowledge and does not empower them to build their own learning paths. To overcome this gap, the study proposes a radical change in the educational model, which includes: Incorporation of narrative teaching techniques that value students’ personal stories and experiences; Adoption of active methodologies that promote student interaction and autonomy; Strengthening the teacher-student relationship based on trust and mutual respect; Integration of humanities and subjectivities into the curriculum to promote a holistic view of health and care. The study emphasizes that these changes are crucial to training humanistic and competent health professionals who are committed to promoting health and reducing health inequalities.