O ensino da patologia humana e suas relações históricas com o estilo de pensamento a partir da análise de livros-texto

AUTOR(ES)
DATA DE PUBLICAÇÃO

2008

RESUMO

Teaching Human Pathology is essential for Health Sciences. The didactic treatment of the content and the pedagogic labor organization are professors deeds, both systematized in a traditional fashion, based on textbooks as helpful tools. Using Flecks Theory of the Social Epistemology of Scientific Knowledge as a theoretical framework, we may state that the disease as the studys subject is understood in different manners from different communities, whether scientific or not, as well as by doctors from different specialties. The Pathologists, esoterical nucleus in comprehending the pathological process, have a thought style aimed to the identification of lesions. The historical evolution of concepts from Pathology shows that the study of lesions was transformed by technical development, given rise to evidences in more detailed levels, from a look exclusively macroscopic, toward microscopic and molecular information. With intend to verify if initiation of medical graduate students in Pathology favors the development of the formative seeing shared by scientific community, becoming adequate to the way of seeing diseases - that transforms itself along with time - there were analyzed 5 textbooks used as references for teaching in different periods of time. The oldest one, from William Boyd, was published in 1938 and represented a real marc in the pedagogic approach of diseases, finding wide utilization and great repercussion also in the Educational field, being considered by Ausubel as an example for favoring meaningful learning. The other books analyzed the 1957 and 2005 editions from Robbins Pathology; and the 1976 and 2006 from Bogliolos follow the same manner of content organization instituted by Boyd. Each treat starts with a presentation of the general principles, in chapters dedicated to the general characteristics of diseases, further dealing with the specific Pathology in chapters organized according to organs and organic systems. Nevertheless, a great deal of information was progressively added to it, due to the ever greater specialization of scientific knowledge. The anatomical macroscopic look has maintained its organization and some conceptual elements, being added other concepts related with the microscopic and molecular look, finding a growing number of authors and collaborators. Nowadays, the textbook reach a volume unfitted to the pedagogic purpose, becoming far away from the initial destination and acquiring an encyclopedic character of information catalog. A new form of organization, more adequate to the pedagogic aims, could facilitate the teaching and learning Pathology in a more efficient way. The didactic treatment of the content shall face the development of formative seeing, in a manner that students may be able to comprehend the specific language and the way of defining disease that are part of the Pathologists thought style, not being necessary to know all the information that describe the pathological process. The teachers, as well, should concern it to better organize the pedagogic labor.

ASSUNTO(S)

ausubel ensino de patologia ausubel patologia pathology teaching educacao aprendizagem significativa pathology textbook fleck livros-texto fleck meaningful learning

Documentos Relacionados