Abstract
The research presented in this article aims to investigate the ‘expression’ of certain dominant ‘logic’ in medical education by analyzing the expectancies of students of a medical teaching institution in relation to a discipline focused on topics/questions of social sciences in health and coordinated by social scientists. The material analyzed comprises expectations of 72 students collected by an invitation to write freely about what they expect from the discipline. The result shows the dominance of discourses and pedagogical experience that contribute to production of an ‘instrumental’ and ‘colonial’ conception of the medical practice and allows us to understand some difficulties to the critical-reflexive exercise of social science in the medical education. Identifying the need to deconstruct this ‘logic’, the article concludes not with a concrete pedagogical proposal, but with the indication of the need for a process of deinstitutionalization/ institutionalization oriented to epistemic ‘decompression’ of the field of health in general and medical education in particular, an opening to other agents, other epistemologies and to the possibility of new productive connections in the field of health and medicine.
Keywords
social science; medical education; coloniality