LABDOC

INTERPROFESSIONAL EDUCATION AND STUDENT ENGAGEMENT

Authors

  • Sylvia Helena Souza da Silva Batista UNIFESP
  • Carlos Francisco dos Santos Júnior UNIFESP
  • Irani Ferreira-Gerab UNIFESP

DOI:

https://doi.org/10.48075/ri.v27i1.34792

Keywords:

student engagement, interprofessional education, health education

Abstract

Projects and experiences aimed at the quality of university life, engaging students with their own experiences and discussing issues such as ethnicity, race and gender, encourage participation in institutional life and the appropriation of spaces for training, intervention in reality and the production of knowledge. Engagement goes beyond the students' participation in the institution; it involves a sense of belonging to this place of education. The aim of this paper is to report on the experience of the elective course LabDOC - Interprofessional Health Education and Student Engagement, offered to students from the Biomedicine, Nursing, Speech Therapy, Medicine and Health Technology courses at the Paulista School of Medicine and the Paulista School of Nursing, Federal University of São Paulo (Unifesp/Brazil). Our learning group comprised 3 teachers and 11 students from the above-mentioned courses, investing in learning situations characterized by participatory methodologies and student-centered evaluation processes. The permanent search for articulation between practices and knowledge, seeking to configure the ethical, political and social dimensions of student engagement at university and its imbrications with interprofessional education as an epistemological and methodological device, proved to be powerful and mobilizing for the group. The discussions and reflections on what was experienced and the productions fostered involvement with the processes of training in the area of health, indicating the expansion of belonging and commitment to a more collective academic culture and co-responsibility for the formulation and implementation of institutional policies in the field of equity, inclusion and anti-racist education.

Author Biographies

Sylvia Helena Souza da Silva Batista, UNIFESP

Graduada em Formação de Psicólogo pela Universidade Federal do Pará (1986), mestrado em Educação (Psicologia da Educação) pela Pontifícia Universidade Católica de São Paulo (1993) e doutorado em Educação (Psicologia da Educação) pela Pontifícia Universidade Católica de São Paulo (1997).

Carlos Francisco dos Santos Júnior, UNIFESP

Graduação em Comunicação Social, habilitação em Relações Públicas, pela Universidade de Santo Amaro (2001), Mestrado em Ensino em Ciências da Saúde pela Universidade Federal de São Paulo (2010), Doutorado pelo Programa de Pós-Graduação Interdisciplinar em Ciências da Saúde (2020).

Irani Ferreira-Gerab, UNIFESP

Biomédica pela Universidade Federal de São Paulo - UNIFESP (1995), Mestrado em Biologia Molecular (UNIFESP-1998) e Doutorado em Ciências Biológicas (UNIFESP - 2002). 

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Published

27-02-2025

How to Cite

BATISTA, S. H. S. da S.; SANTOS JÚNIOR, C. F. dos; FERREIRA-GERAB, I. LABDOC: INTERPROFESSIONAL EDUCATION AND STUDENT ENGAGEMENT. Ideação, [S. l.], v. 27, n. 1, p. 40–50, 2025. DOI: 10.48075/ri.v27i1.34792. Disponível em: https://e-revista.unioeste.br/index.php/ideacao/article/view/34792. Acesso em: 29 mar. 2025.

Issue

Vol. 27 No. 1 (2025): FORMAÇÃO DE PROFESSORES E NOVOS PARADIGMAS EDUCACIONAIS EM CONTEXTOS INTERDISCIPLINARES

Section

Artigos

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Copyright (c) 2025 Direitos partilhados conforme licença CC BY-NC-SA 4.0

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