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

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Our study begins with the legacy of the cross-cutting issues left by the National Curriculum Parameters, specifically concerning environment and health, in an attempt to understand how they were processed in official documents - such as the National Curriculum Guidelines, the Curriculum Instructions for Secondary Education, etc. - and how they were absorbed and resignified within the schools, particularly in the political-pedagogical projects. An attempt was made to problematize these topics based on the current moment, never neglecting, however, the context in which they were created. For this new reading, support came from authors working with text analysis and qualitative research. The study of the 'environment' and 'health' portions showed that the texts are largely unattractive; impractical; have difficulties in giving clues for action; do not show the different interfaces with the different areas well; do not facilitate viewing the direction in which trans and interdisciplinarity take place; at times, are insufficient or superficial, and bring a behaviorist proposal for education. Within these limitations, education is more useful for conformity than to actually transform reality; it attributes too much responsibility to the individual and exempts the State from its duties; it fosters passive citizenship, which indeed affords an understanding of one's rights, but does not actually achieve them.

This study aimed to evaluate the perception graduates have of the current pedagogical project in place at the College of Dentistry at the Ponta Grossa State University State of Paraná, southern Brazil. A total of 91 students took part in the study by completing a selfadministered questionnaire. Most students were knowledgeable about the course's pedagogical project, had a positive view of it, and considered that it includes the features of the National Curriculum Guidelines. The skills and abilities, expressed in the Guidelines and provided by the course, those in which the students consider themselves as more apt to play a role are prevention, promotion, protection and rehabilitation; willingness to continuous learning, and decision-making and performance in multidisciplinary teams. As for the curricular structure, most students noted content duplication across disciplines and difficulties in providing comprehensive care to patients. However, most rated integration between theory and practice as optimal or satisfactory. The results of this study, together with the institutional assessment, show that, despite the positive perception of the academic community, there are some weaknesses in the course's current pedagogical project, pointing to the need for progress in the construction of an integrated curriculum.

This article is an attempt to analyze the widespread use of the term 'quality of life' in everyday language and techniques in contemporary Western societies. The broad use of this term is accompanied by an uncertainty with regard to its meaning and a naturalized conception of its origin. The goal, therefore, is to analyze the processes by which the term quality of life was imbued with meaning in our culture and to argue that the major symbolic meaning acquired contemporaneously by quality of life in the biomedical sciences, health policies, and practices relating to individual health is related to a broader process of integrating biological aspects of life in the political field. Thus, I briefly introduce the emergence and development of biopolitics in modernity, and analyze some of the characteristics of contemporary biopolitics based on how the concepts of lifestyle, promotion of health, risk, autonomy and responsibility are presented which, together, constitute the current semantic field in which health is problematized. Therefore, I seek to situate the current concern for quality of life, as well as to present some of the issues that are linked to it, such as individual responsibility for one's own health and the measure of quality of life.

This study examines the theoretical and epistemological benchmarks of education contained in the National Curriculum Guidelines (DCN) for the training of health professionals in Brazil. To achieve its goals, it rescues the historicity of the relationship among education, health, and society and the reform of medical education; it describes the movement of instituting the DCN for the health care area in Brazil, and discusses the relationship between the benchmark of the pedagogy of skills that underpins the DCN and the concept of the right to health formulated by the 8th National Health Conference. The results of this investigation suggest the hypothesis that, to train health professionals committed to the principles of the 8th National Health Conference and with the understanding of health as a right, it is necessary to question the limits of the pedagogy of skills adopted by the DCN as well as to build a proposal for training that converses with the assumption of social transformation, so that its didactics enables students to evolve critically from the individual and common praxis to the historical one.

This essay aims at examining the sexual division of labor around the dissociation of productive work from the family reproduction space that took place during the installation and development of capitalism in Brazil, particularly based on reflections on the historical context between the late nineteenth century and the mid-twentieth century. This shows our intent to decharacterize analyses of the naturalistic ideology that legitimizes the principles of separation of the work of men and that of women. Therefore, we try to explain this dissociation based on changes that have taken place in the family as a productive base, as well as the relationship between production and reproduction in the rural unit (traditional). We will try to report how some of the changes took place in traditional family practices, by separating productive activities from everyday life at home. This confirmed the genesis of the urbanindustrial society, in the face of consonance between traditional units and modern production units.

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The emergence of the ecological crisis as a clearer symptom of a true civilizatory crisis has imposed new challenges to critical thought and, in particular, to Marxism. Based on this assumption, this article aims to present Michael Löwy's defense of an ecosocialist radicalization of the Marxist critique of modernity, a task for which Walter Benjamin's great refusal of the ideologies of progress is one of the critical sources of inspiration. To Michael Löwy, breaking away from the ideologies of progress and from the modern capitalistic civilizatory paradigm is a prerequisite for the ecosocialist updating of Marxism.