Estudo das condições de saúde das crianças do município de Londrina

Historicamente, as diferentes concepcoes de Saude Coletiva influenciaram tanto no ensino especifico deste campo do saber como na formacao geral do medico. Partindo deste pressuposto, o presente trabalho teve como objetivo estudar o ensino da Saude Coletiva na graduacao medica, buscando apreender suas configuracoes e as consequentes implicacoes nas propostas curriculares de tres universidades do Parana (Brasil): Universidade Estadual de Londrina (UEL), Universidade Federal do Parana (UFPR) e Universidade Positivo (UnicenP). Constituiram-se tambem em eixos de investigacao, alem das concepcoes de Saude Coletiva, a relacao ensino-aprendizagem, as enfases assumidas pelo programa e os vinculos com os servicos de saude. A pesquisa qualitativa foi realizada com base na analise documental dos projetos pedagogicos (os cursos instituidos) considerando como eles sao efetivamente vividos, de acordo com a otica dos agentes envolvidos. Para tanto, foram feitas entrevistas com 11 gestores, 18 professores, e foram constituidos 4 grupos focais de estudantes, considerados atores-chave nos tres cursos de Medicina. Os resultados evidenciaram a insercao de 5% a 20% da area de Saude Coletiva nos curriculos, dependendo das estrategias de ensino, mas sempre em abordagens academicas fortemente vinculadas aos servicos de saude, uma realidade que e fortalecida pelo grau de consolidacao do SUS em ambas as cidades (Curitiba e Londrina). Independentemente da natureza da universidade, da configuracao organizacional e academica do curso e dos diferentes modos de insercao docente, a Saude Coletiva se faz presente e se assume com consideravel relevância para a formacao medica. Ainda que nao se constitua um eixo articulador da graduacao em dois casos estudados, a area traz a dimensao tecnica do saber medico o equilibrio necessario representado pela consciencia dos desafios e o compromisso com a realidade. De modo inverso, em funcao da complexidade da formacao, a presenca macica da Saude. Historically, different concepts of Public Health have influenced the specific teaching of this field of knowledge as well as medical education. The objective of this paper is to study the teaching of Public Health in medical schools, focusing on its structure and implications in curriculum design in three universities in Parana - Brazil: State University of Londrina (UEL), Federal University of Parana (UFPR) and the Positivo University (UnicenP). The research questions focused on the content of Public Health selected in their respective curricula, the teaching-learning relationships, program emphasis and the partnerships established with public health services. Qualitative research data collection from the perspective of key informants was carried out based on the analysis of pedagogical projects and on how they were effectively experienced. Eleven managers and 18 teachers were interviewed and 4 focus groups with students were developed in the three universities. Outcomes showed the presence of between 5% to 20% of Public Health themes in the course syllabi, depending on the teaching strategies used. However, they always appeared associated with academic issues strongly linked to health services, which were strengthened by the local development of the Comprehensive Health Care System in the two cities, Curitiba and Londrina in which studies were carried out. Public Health is present and very relevant in the curriculum required for doctors qualification regardless of the characteristics of the university studied, the bureaucratic and academic course structures and the different methods for hiring teachers. Besides not being a main articulator axis in two of the medical courses studied, Public Health provides the necessary balance for the technical dimension of medical knowledge, represented by the awareness of the challenges and commitment to the reality. On the contrary, because of the complexity of medical education, the strong presence of Public Health.