Abstract
This article analyzes the integrated-curriculum proposals of two medical schools located in the state of Santa Catarina, Brazil, in order to understand the re-contextualization process they underwent as understood by Basil Bernstein in his theory of the Pedagogic Device. The results show the ambivalences of motivations and the influence of policies in the official field, as well as the meanings of curriculum integration in the educational field. The article shows that such influences and motivations are re-contextualized and re-interpreted in different contexts accordingly to the personal and professional history of each social actor and the complex connections they establish with the collectivity, the culture and the power relations.
Keywords:
integrated curriculum; medical education; recontextualization