Author:

• Rosângela Minardi Mitre Cotta - Cotta, Minardi,R.M. - Viçosa, Minas Gerais - Universidade Federal de Viçosa/Departamento de Nutrição e Saúde - <rmmitre@ufv.br>

Co-author(s):

• Glauce Dias da Costa - Costa, GD - Universidade Federal de Viçosa - <glaucedias@yahoo.com.br>
• Erica Toledo Mendonça - Mendonca,ET - Universidade Federal de Viçosa - <erica.mendonca@ufv.br>

Thematic Area:

Políticas em Saúde

Abstract:

Goal: To analyze the experience of collective construction of portfolios as a teaching-learning method in the discipline of Health Policy, identifying the competencies developed by students. Methods: Qualitative research, whose collection and data processing were given by means of documental and thematic analysis of 34 portfolios. Results: it was considered the competencies of "Learning to be" and "Learning to live and work together," according to the propositions of the UNESCO report for Education. The formation of critical-reflexive individuals, provided by the portfolio, was particularly observed when students reported the transformation of the negative views that they had about the health care system – an inefficient and precarious policy – to a positive vision – policy which deals with the principles of fairness, integrity and universality. This process of critical transformation is the result of the practice and use of communication skills, information management (search, selection, analysis and evaluation of information), leadership, cooperation and human relationships (teamwork, ethics and recognition of diversity), and personal competencies (time management, responsibility and planning), skills which important in the formation of professionals committed to the national health policy.

Keywords:

Education competency public health

Content:

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