SANTIAGO, G. G. C.; http://lattes.cnpq.br/9406310775048125; SANTIAGO, Giuliani Gisele Cavalcanti.
Résumé:
Complementary integrative health practices (PICS) are those that use a different
understanding of men and perform care in a holistic way. Despite the long oriental tradition of
these practices in Brazil, PICS are presented in a complementary and alternative way as a policy
and their insertion in training courses is small. Objective: To reveal students' perceptions about
teaching integrative and complementary practices in undergraduate courses. Methodology:
Qualitative, descriptive and exploratory research, carried out with 12 students from a public
higher education institution. The collection was carried out through semi-structured interviews
and material analyzed by the content analysis technique being carried out from September to
November 2019. The subject is an optional curricular component to the courses of nutrition,
nursing and pharmacy, for this research the first class was accompanied with collegiate teacher
training and interprofessional students. Results of Discussions: Among the potentials indicated
by the students in the curricular discipline was the formation of bonds, the question of
interprofessionality, a broad look at health users, experience of experiencing PICS in the
practice and use of PICS as a promoter of self-care and from the other. On the other hand,
challenges were recognized as the high number of students and cultural and religious
conceptions that are perceived as elements that devalue the teaching of PICS, especially those
that do not have a certain scientific content to the repertoire and the practice of practices.
Conclusion: It is worth emphasizing the importance of expanding discussions on teachinglearning
of integrative practices in institutions that train human resources, thus collaborating
for paradigmatic changes to an ethics of care that recognizes therapeutic and knowledge
pluralities.
