Sobre repercussões de atividades extensionistas na construção de valores e virtudes durante a formação em medicina.

Abstract

The central question that guided this study relates to the political-pedagogical dimensions of extension activities. To investigate ways in which the University Extension can contribute to the formation of an ethical sense to tackling the health sector, in line with the principles of the NHS, we concentrate specifically on medical students' narratives about their experiences in extension actions to understanding about the development of values ​​and virtues consistent with the practice of comprehensive health care. Affirming the socio-philosophical character of this research, we chose the theoretical framework of Hannah Arendt, an epistemological challenge of dialogue Philosophy and Public Health. This strategy proved to be consistent with the methodological choice of using narrative as a substance for analysis and discussion of this study is proposed, therefore, thus, it was possible to attend us to the humanity of the experiences narrated, stories and memories, valuing the meanings of the formative experiences assigned by the subjects. Were built ten narratives about experiences of training and participation in extension actions, following the methodological procedure of recording the interviews, transcribing the audio, transcreation and validation of narratives by the subjects themselves storytellers. Methodological strategy, the use of narratives was an important space in the analysis of empirical data, it is possible to assert that participation in university extension activities enabled the exercise of certain "narrative competence" as a tool that points to the comprehensive health care. A phenomenon that has gained ground in the narrative points to the emergence and organization of the Academic Leagues FCMUERJ. Pointed to the need to have a permanent institutional zeal regarding the creation and management of leagues. If, on the one hand, these have potential in terms of the training process, the other is to focus in providing students with spaces for critical reflection on the actions of Leagues and allow these actions are in accordance with the political-pedagogical proposals of the institution. Peering into the narratives in their ethical aspects, it was possible to infer that, by participating in extension activities, the student develops, beyond a narrative competence, the ability to "expand" their thinking and their imagination in an exercise of recognition of the other. The development of this virtue does not operate simply through empathy, but the possibility of bringing the thinking faculty point of view, the culture, the experience of suffering of others. We conclude with the bet on a university extension while powerful space to radicalize the political education as a process of production of subjectivities.