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

Educação, comunicação e tecnologia educacional: interfaces com o campo da saúde. Simone Monteiro e Eliane Vargas (Orgs.). Rio de Janeiro: Editora Fiocruz, 2006. 252 p

Reflexões im-pertinentes: história e capitalismo contemporâneo. Virgínia Fontes. Rio de Janeiro: Bom Texto, 2005, 328 p.

The article summarizes results from documental research − more particularly from one of the aims of such research, that of discussing the teaching of ethics and bioethics in the process of doctor and nurse training − by means of textual mediation in academic papers and scientific production on related themes. The methodology employed was Michel Foucault's post-structuralist approach; the source texts were academic documents from medicine and nurse training courses from four federal universities in southern Brazil. The insertion of ethical/bioethical issues in the professional formation was examined so as to question how the (strategic and technological) unfoldings of this discourse penetrate in the process of constructing health care professional subjects, and generate certain modes of conceiving and of intervening by these subjects. We would like to emphasise the condition of bioethics as a silenced and invisible knowledge − but nevertheless productive − since its questioning and critical potential is reduced to a set of formulations isolated from the surrounding debates. Such condition links elements that are in the process of emerging in the bioethical discourse with the already established routes for what has been historically defined as ethical formation of health care professionals.

This purpose of this article is to problemize aspects of the interdisciplinary and rhizomatic in the formation of professionals from the health area. Both attitudes require plural looks and other postures from the educators in the relationships that they establish with the subjects and with the knowledge, seeking to overcome fragmented manners of the labor processors and the production of science, recovering the dialectic character of the social reality. The challenges posed by these perspectives invite all the educators ethically involved in this to reflect on the inclusion of themes and dimensions that pass transversally by professional formation process and the production of knowledge, moving territories, comprehensions and subjectivities, which can enable innovative and polysemic interpretations, very desirable to deal with the complexity of reality, also in the health area.

This article describes the EnsinaSUS Project, the research developed within the project, and the various dimensions and implications that will lead to understanding the experiences that have been taking place in courses in the field of health care as regards their processes of change. Our aim is to share the experience of integrating researchers, coming from different institutional and professional backgrounds, in order to build a common project, based on their experience. The purpose of this project was to innovate and to build a new grammar so as to discuss and understand pedagogical processes and their interface with health and work, and so produce health care which is different in its concept of health assistance, thus producing a user-centred care, from a dialogical and politically-ethical viewpoint. We believe that teaching and extension practices open up an 'action-thought-knowledge' overall concept, promoting new concepts and meanings for health, life, knowledge and education. We also believe that explanations from pedagogical praxis may be seen as a possibility of historically building citizenship. We found that some mechanisms of legitimation and modes of articulation, exchange and solidarity are key to the interaction of diversity. The team was composed of representation networks from different political and cultural environments.

The Professionalisation Project for Nurse Practitioners represents the Ministry of Health's main educational policy for such labour force since 2000. Granted this condition, the analytical effort of this article is to understand Profae as a social policy formulated and implemented by management precepts and prescriptions typical of the neoliberal capitalist State. This is the main objetive of this paper. Firstly, the social visibility of Profae - considered as a project geared towards the educational training of nurse practitioners - will be examined. After that, the dilemmas that surround the formation of these professionals in Brazil will be briefly presented, followed by a discussion on the actual possibility of Profae serving as an instrument to revert the deficiencies in this formation. This allows us to seek the mediation between Profae and the typification imposed on the current neoliberal policies, as well as the privatisation forms of public funds, seen as implicit mechanisms for their financing. Finally, the political and economic instrumentality of Profae, beyond its aspect of a mere professionalisation project for nurse practitioners, is examined.

This text seeks to discuss health labour at present, in its complex relation to professional education. The research stems from a questioning of the processes that lead to the production of technoscientific knowledge, its practices and its environment in order to focus on technical labour. The aim is to promote integration, albeit small, with the current discussion on labour. The field research was initiated with the choice of a health research laboratory in Rio de Janeiro, which is part of one of the country's main public health research institutions.

Educação do corpo na escola brasileira. Marcus Aurélio Taborda de Oliveira (org). Campinas: Autores Associados, 2006, 209 pp.

This article focuses on the relationship between teaching and health. It presents an experience in a public school in Vitória, Espírito Santo. The intervention research was based on the ideas of G. Canguilhem, on French ergonomics, and on ergology. Its basic premise is that experience at school confirms the concept that health is the possibility of producing new norms, that is, new forms of life. In this sense, the research sought to produce dialogue and tension at school so that other health-promoting modes of work could be implemented.