Author:

• Paula Beatriz de Souza Mendonça - Mendonça, P.B.S. - <paulabsmendonca@gmail.com>
ORCID: https://orcid.org/0000-0002-4095-6926

Co-author(s):

• Janete Lima de Castro - Castro, J.L. - <janetecastro.ufrn@gmail.com>
ORCID: https://orcid.org/0000-0003-1823-9012

Abstract:

In 2017, to guide the teaching curriculum, there are the National Curriculum Guidelines for the Undergraduate Course in Public Health (DCNsCGSC). To analyze teaching in undergraduate courses in Public Health in Brazil in the light of Pedagogical Projects, we carried out a qualitative and exploratory study with a documental approach, using the method of content analysis. After analyzing 22 projects, it was observed most of the courses followed or adapted (31.8%) to the DCNsCGSC in terms of total workload, internship, final work, and complementary activities. The nomenclature bachelor\'s degree in Public Health is the main denomination (77.3%). Most courses are in the northern region (27%) and federal institutions (68.5%). Regarding teaching, 274 citations of mandatory components were identified with the term reference of the subareas of Public Health. Of these, the axis of health policies, planning, and management represents 66.42% (182) of the components and the social and human sciences in health 9.5% (26). The study elucidated how undergraduate teaching is carried out, adding reflections on the convergence of DCNsCGSC. In addition, it reveals possible gaps in the teaching content necessary for training for professional practice, especially for the consolidation of Unified Health System.

Keywords:

Teaching; Graduation; Health collective; Qualitative Research.

Content:

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