Sistema Regional de Información
en línea para Revistas Científicas de América Latina,
el Caribe, España y Portugal

The purpose of this article is to describe the main changes that have taken place in mid-level technical professional education in the past ten years. The article emphasizes the curricular reorganization process that has been undertaken in the mid-level technical professional education for nursing in order to deal with the principles, guidelines, and concepts set forth by the policies that have been instituted in the education and health fields, the goal of which is to qualify health workers who have the required professional competency to review and redirect the reality of health in Brazil.

Carmen Fontes de Souza Teixeira was born in Bahia, and is now associate professor at the Collective Health Institute of the Federal University of Bahia (UFBA). An active participant in the sanitation reform movement of the mid-'70s, she has vast experience in the area of Collective Health, with an emphasis on Public Health, and acts in various fronts such as systems management, public policies, organization of services, and administrative planning and development. Through the Health Surveillance Professional Education Laboratory (Lavsa), the Joaquim Venâncio Polytechnical Health School, of the Oswaldo Cruz Foundation, invited her to give the lecture "the subjects of Health Surveillance constructing a curricular proposal for technical training and education", at the Joaquim Alberto Cardoso de Melo auditorium, on July 9, 2007. On that same day, Carmen Teixeira granted the interview that follows. In it, she relives the discussion about the change in the health care model and examines themes such as health surveillance as a counter-hegemonic proposal based on the revision of curriculums, subjectivity in the training of health professionals, intersectoriality, empowerment of surveillance agents, and much more, always from the perspective of Sanitation Reform and the improvement of professionals of that sector.

The purpose of this article is to show that the political forces in the National Congress, in alliance with sectors in the Executive, rendered the conservative liberal thought hegemonic in the educational field. As a result, they built a strategy based on which they were able to approve, in December 1996, the Guideline and Base Law (GBL), which is generalist in nature, particularly with regard to professional education. This fact allowed the technical education reform to be regulated via Decree # 2.208/97, originating at the Executive, promoting, thus, the separation between general and specific education in this mode of teaching, undermining the single school concept that had been proposed in the original project, inspired in educators who are connected to the Marxist line of thought in the educational field.

The purpose of the article is to make a brief reconstitution of the trajectory of the National Association for Post-Graduation and Research in Education Work & Education's (Anped) Workgroup, identifying the theoretical principles that served as the base for the studies that attempted to understand, from different viewpoints, the work/education relationship. To do so, I cover the path followed by the conformation of the Brazilian critical educational thought, notably the period of re-democratization Brazil went through after the 1964 military coup. Furthermore, I also analyze the political context in which the Marxist theory was disseminated in educational research. Based on a few political and theoretical elements identified in this process, I attempt to problematize the theoretical limits of the studies on work and education that refer to the Marxist theory.

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Este trabajo tiene básicamente tres finalidades: a) Ensa­yar una descripción de las imágenes que proyectan movimien­tos de rebelión estudiantil en América Latina; b) Señalar las inconsistencias más frecuentes que percibimos en estos mo­ vimientos; c) Proponer un temario conducente a probables rec­tificaciones de patologías observadas.Nuestra información se ciñe en las siguientes fuentes: a) Impresiones personales recogidas en diferentes países de Amé­ rica Latina en ocasión de conflictos estudiantiles; b) Estudios realizados por diversos autores sobre problemas y movimien­tos universitarios en Estados Unidos, Europa y Japón y que, sin embargo, tienen implicaciones sustantivas y metodologías para el área latinoamericana; c) Investigaciones que se re­fieren específicamente al caso del estudiante en América Latina. Citaremos cada una de estas fuentes en el contexto adecuado.

Discussions about the curriculum of nursing refer back to the beginning of the twentieth century, bringing attempts to reorganize the teaching methods of this area. The first schools had a hospital environment and a biomedical model as a contribution for education and assistance. With the expansion of medical and hospital care, the concept of nursing was viewed as a profession committed to science. For many years, technical education was predominant, enhancing curative care which lead to the inconsistency of the health needs of the population. With the ideals of the Health Reform in the 80s, nursing tried to articulate the clinical and epidemiological dimensions from a collective perspective, culminating in the adoption of new curriculum matrices. In 2001, the publication of the curriculum guidelines recommended a generalist, humanist, critical, and reflective education. However, the readings and meanings of the proposed guidelines may suffer local interferences, causing discussions, resistances, and confrontations. These elements bring on other subjectivities about this professional. Thus, our proposal is to articulate the (re)construction of contemporary nurses' identities in scenarios of proposals and curricular changes in nursing graduate programs, seeking an understanding of how the past of curriculum matrices was/is brought to the present with the objective of producing other and new subjectivities.

This article presents the empirical results of research on the concepts and practices of the Technical Schools of the National Health System (SUS-ET), influenced by the policies of professional education in health from the 1980's to the 2000's by the Ministry of Health, namely: large scale project, Program of training of Nursing Assistants (Profae) and long-term educational policy. Based on the current teaching that is in dispute under such policies, an analysis is presented of qualitative empirical material, consisting of academic texts collected through a literature review. Other empirical sources were interviews done with educational coordinators, in which we tried to identify dimensions of our object revealed in the interaction with the research subjects. The written material was submitted to a content analysis, followed by historical and dialectical analysis, based on the category 'theory-practice relationship'. We seek to capture the main contradictions that hinder or enable the education of health professionals towards the emancipation of the working class. The contrast between pragmatism and the philosophy of praxis was the basis of this analysis. The conclusions of this article deal with these contradictions, in terms of the understanding of polytechnic education which sees work as an educational principle, oriented towards transforming social customs.