O trabalho em equipe na graduação em saúde: um olhar sobre o espaço de todos e de cada um

Abstract

This work has as its object of study the multidisciplinary teamwork in undergraduate teaching in health. It references the discussions in the fields of education and health in the last three decades of the 20th century and in the 21st century and in the necessary dialogue for the integration between the worlds of work and undergraduate health. It is based on the premise that integrality, as a guiding axis for health care practices and changes in graduation, will only become real and effective through multidisciplinary teamwork, from a transdisciplinary perspective. The main objective was to analyze the production of multidisciplinary teamwork in curricular activities of undergraduate health courses. The methodological approach was carried out in two stages. In the first, we mapped experiences recognized as multidisciplinary curricular and developed in undergraduate health courses in various regions of Brazil, based on the works presented in four editions of the Rede Unida congresses (2001, 2003, 2005 and 2006). In the end, twelve experiences were identified. Of this quantity, in the second stage, one of them was selected as a case study, for the qualitative deepening of the theme. Data collection comprised a triangulation of methods, using interviews, participant observation and documentary analysis. The analysis was carried out based on the process of analyzing discursive practices, in the following axes: ‘training in the world of work’ and ‘curricular integration’. The case study is about a teaching-service-community integration program, developed by two health courses at a private educational institution in the Central-West region of the country. As a result, we found that the proposal of an integrated curriculum for undergraduate health courses guarantees many advances, especially due to the intense relationship between theory and practice. In the case studied, it was possible to observe that training in the world of work induces various modes of curricular integration, potentially generating a privileged scenario for the experience and practice of multidisciplinary teamwork. However, this scenario has not yet been appropriated by education and health stakeholders in a way that would provoke and intensify the scenes that provide the act of caring as a collective action. This is a path interspersed with advances, difficulties, weaknesses and potentiality. Many challenges have been identified, in addition to those that are yet to come. Part of a process that is constantly being built and moving.