Interprofissionalidade e ousadia
"Sobre "Conexões e fronteiras da interprofissionalidade: forma e formação
Bibliographic Data
| ID | 4189477 |
|---|---|
| Authors | Hugo Mercer (Universidad Nacional de San Martín, Argentina, corresponding author) |
| Year | 2018 |
| Volume | 22 |
| Issue | suppl 2 |
| Pages | 1757-1759 |
| Publication date | 2018-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Interface - Comunicação Saúde Educação (JOURNAL) |
| Journal identifiers | ISSN: 1414-3283 • E-ISSN: 1807-5762 |
| Publisher | FapUNIFESP (SciELO) (PUBLISHER) |
| DOI | 10.1590/1807-57622018.0488 |
| OpenAlex | W2904663801 |
| SCIELO_PID | S1414-32832018000601757 |
| Language | EN |
| References cited | 6 |
Ricardo Burg Ceccim's article addresses interprofessionality and also boldness.He uses boldness to think in an innovative way and to utilize references that are not classical in a text about education -and even less in the field of health.In his article, there are metaphors, a characterization of historical processes, etymological distinctions and esthetic allusions, and boldness lies in this very combination, used with the purpose of teasing the reader, inviting them to think about interprofessionality in an unconventional way.In this route, Burg Ceccim quotes different authors [1][2][3][4] with whom he shares affinities, which proves the existence, in Brazil, of an intellectual atmosphere around interprofessionality, with the consequent accumulation of experiences, advances and frustrations, where there is boldness in the fact that people continue to construct.In recent works, Naomar Almeida 5-7 explains the role played in Latin America by the higher education project recommended by the French Revolution in 1789.From the perspective of these works, we can see that the French influence on the emancipatory political project that accompanied the processes that struggled for independence and for the construction of modern States in the region was greater than the influence attributed to the reform carried out in the USA by Abraham Flexner around 1916.The French project pointed to a higher education that enabled access to social sectors that, up to then, had been excluded from university professions.It implied a cognitive reorganization and a reconfiguration of the sciences that, supported by a secularization process, transferred to the sphere of the State what had been, up to that moment, a marginalizing space in the hands of the Church.In addition to the consolidation of a lay space in which to educate professionals in medicine, engineering or law, in France, higher education experimented with institutional university models: on the one hand, universities where different sciences converged and which educated professionals around a common conceptual basis, turning, afterwards, to the education of specialists in specific fields of knowledge and practice.On the other hand, universities whose organizational model encompassed "linear" academic institutions that maintained students within the specific line of each profession since the beginning of the careers.Schools, colleges or academia educated future
Business · Pro forma · Migration, Racism, and Human Rights · Social and Economic Solidarity · Social and Political Issues
| Citation velocity | historical |
|---|---|
| Highly cited | No |