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

This article reports on the experience of returning knowledge produced through an educational research action in health carried out in a local community and shows that the dialogue afforded by problematization allows for opportunities for collective reflection on problems experienced by everyone, offering conditions for the development of citizens who are more participatory, more critical and, particularly, more active in confronting their realities. The goal was to discuss with the population the relationship there is between houseflies and environmental health, bringing up issues relating to health and environment in the Morada do Sol Garden and Park Residencial Francisco Belo Galindo neighborhoods, in the city of Presidente Prudente, state of São Paulo, Brazil. To achieve this goal, the research action approach was used based on Paulo Freire's popular education theoretical framework, debating health conditions in impoverished periurban areas and analyzing the experience of coordinating social players to solve their health issues. At the end, the authors bring up a few aspects that were seized in the investigation of the community health educational processes, by which, starting from the reflections on the environment, health and environmental problems affecting the wider community were unveiled.

Health is determined by social, economic, educational, political and environmental conditions and, as such, it ranges well beyond a solely biological dimension. This article attempts to establish an interpretative reflection on the principles of the NHS and to show the interface of such principles with the hospital class proposal, a type of special education that encourages the construction of knowledge, training and the teaching of a set of skills to contribute to development in childhood. This is an exercise of reasoning conceived to understand the role played by the hospital class in the achievement of comprehensive health care in Brazil. Providing educational activities in hospitals allows hospitalized children and adolescents to carry on with their learning processes.

This article aims to compare the primary care professionals' views on advice on healthy lifestyles before and after an educational intervention. It is a qualitative study conducted with 22 professionals at a health center in Belo Horizonte, state of Minas Gerais, Brazil. A structured interview was applied before and after the educational intervention, and the data were subjected to content analysis. The results show the difficulty professionals have to adoptand provide counseling on healthy lifestyles, with little change in their views after the educational intervention. The difficulties were related to financialand cultural issues, matters related to life and work, and to conservative views. The curative practice with individual accountability and the focus on eatinghabits and physical activity predominated. It was noted that, after the educational intervention, more professionals was sensitized with the collective educational and recreational activities and with the need for multidisciplinary work. As such, continuity in the professionals' continuing education is seen asnecessary to allow for reflection on possible views on health in the contemporary context, encouraging the production of care and autonomy.

The study aimed at assessing the perception undergraduate students of Dentistry have on learning in the area of collective oral health and their involvement with the community, experiencing practical activities. The study is transversal quantitative and descriptive. The study population was 104 students attending the senior year of Dentistry at the University of Fortaleza, in 2008. Data were collected through a semi-structured questionnaire administered by means of an interview. To 36.2 percent of the students, home visits help recognize the social reality. The benefit for the community would come from health education actions, according to 19.2 percent of the students. However, 36.2 percent of the students did not believe home visits were of any importance for their training, and 53.2 percent indicated that these activities contribute very little to community residents. Home visits should provide activities that go beyond data collection, allowing the student to connect with the family pursuant to the logic of the humanization of care. Professors from all areas of knowledge should consider proposals that go beyond clinical care as a set of technical procedures for a proposal in which these activities actually impact oral health, striving to attain a greater bond with this population.

Given the dimensions of humanization in both the care and in the training of health professionals, the curriculum reforms implemented nationally and the educational project restructuring experience at the school under review, this article sought to analyze the medical students' views regarding the experiences that enabled them to develop content, skills and behaviors aimed at humanization. The authors conducted a qualitative study among 63 sophomore and senior students based on their accounts of significant experiences involving care and receptivity. The analysis was based on the symbolic content of the essays and focused on educational, psychological and ethical aspects involved. An attempt was made to broaden the diversity of viewpoints and add value to messages that showed perceptions, impressions and intuitions. It was shown that most striking ones were practical activities that took place in different scenarios, when students were required to monitor, assigned responsibilities related to, and came into contact with suffering caused by disease and death. By employing academic and professional models, or in the direct relationship with patients and families, such situations create movements of disturbance and unrest and direct possible senses towards humanization.

The article discusses continuing education from reflective and rhizomatic perspective, covering the need to deterritorialize the current knowledge on health. It is a review of the literature the theoretical reference for which is structured in historical Marxist materialism. The study describes a brief history of theeducational policy based on two landmark events in the 1980s: A shortage of workers for complex work, which was called an educational blackout, and theemergence of new higher education in Brazil. Such events, when traversing professional training, reproduce the more hierarchical structure of knowledgein education in work. While teaching in health has limitations, it also offers possibilities and perspectives to break away from the epistemological rigidityand to approach the lower education and growth of rhizomes in health practices.

The aim of this study was to analyze the professor-student relationship at the Federal University of Espírito Santo's school of Dentistry and to discuss the possible impact this relationship has in the teaching-learning process. This is a quantitative exploratory study under which questionnaires containing both closed and open questions were applied to 130 students and 40 professors. The results show that 49% of the students and 45% of the professors believe the professor-student relationship is good. When asked whether they had been reprimanded by the professors in front of a patient, 35% of students responded they had never been, while 65% said they had at least once. The trust in education was worked on by asking the professor if he or she would bring a relative to be treated at the school's clinics. In total, 47% responded positively, showing confidence in the students, in the professors' guidance, and in the quality of care as a guide for their decisions. The professor-student relationship is considered good for both, but a few factors were singled out as negative interferences in the quality of the teaching-learning process, such as the lack of accessibility and educational and social interaction among the players, the professors' arrogance and bullying, and the students' lack of understanding of their limits.

This article is the outcome of an intense search in theoretical references on the university and professor training subject and aims to analyze the training given to dentistry professors in the light of the historical background of the university institution in the world and in Brazil. It identifies the conflicts that put the contemporary university in crisis, identifies the start of the teaching activity in the history of mankind and its history to the present day, and the conditions under which university professors are trained, pointing to how the first dentistry faculty were trained in Brazil and to their activities and the possible implications of this for the present day. Based on these reports, and by surveying the indicator books of the Coordination for the Improvement of Higher Level Personnel (Capes) from 2004 to 2007 and recent theoretical references on the professor of dentistry training issue, in particular, we sought to examine the stricto sensu post-graduate work in dentistry in Brazil and, thus, contribute to the debate about the problems in the training of health professionals, specifically in this area. The study was not aimed to analyze the "Pró-Saúde" (Pro-Health), and this aspect may be a limitation.