Doutorado em Psicologia Institucional

URI Permanente para esta coleção

http://repositorio.ufes.br/handle/10/17538

Nível: Doutorado
Ano de início: 2022
Conceito atual na CAPES: 4
Ato normativo: Parecer CNE/CES 487/2018 Homologado pelo CNE (Port. MEC 0609, de 14/03/2019, DOU 18/03/2019, seç. 1, p. 63).
Periodicidade de seleção: Anual
Área(s) de concentração: Psicologia Institucional
Url do curso: https://psicologiainstitucional.ufes.br/pt-br/pos-graduacao/PPGPSI/detalhes-do-curso?id=1450

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    O estágio de humanização no curso de medicina : problematizando os processos de formação
    (Universidade Federal do Espírito Santo, 2025-10-24) Fim, Matheus Magno dos Santos; César, Janaína Mariano; https://orcid.org/0000-0001-6532-1380; http://lattes.cnpq.br/6837127144059829; https://orcid.org/0000-0002-7986-3444; http://lattes.cnpq.br/7256006483099124; Machado, Adriana Marcondes; https://orcid.org/0000-0002-5513-8723; http://lattes.cnpq.br/4492645674864395; Paulon, Simone Mainieri; https://orcid.org/0000-0002-0387-1595; http://lattes.cnpq.br/6053363307031981; Bonaldi, Cristiana Mara; https://orcid.org/0000-0001-9708-2839; http://lattes.cnpq.br/7335513925776803; Rodrigues, Alexsandro; https://orcid.org/0000-0002-5998-4978; http://lattes.cnpq.br/7985936674676993
    This thesis aims to problematize colonizing humanization practices in educational processes, based on the dispositifs proposed in the Medical Humanities internship conducted at a Primary Health Unit in the city of Vitória, Espírito Santo, as part of the medical school curriculum at a private higher education institution. The intervention-research, guided by Institutional Analysis and the cartographic method, consisted of analyzing the formative effects of the dispositifs constructed with the students: Reflective diary, Opening of Referrals and Tereza's Story, Walk, Reception, Group, Evaluation, and Restitution. The analyzers present in the research journal and reflective diary tools allow us to question the established notions that permeate colonial medical rationality, such as care, health, and empathy. The analysis points to the exercise of an insurgent humanization in the formative experience, based on participatory practices that provoke interventions in the processes of subjectivation, in order to enable the displacement of the established places of the doctor, the patient, the student and the teacher