Discente Ativo e Medicina Engajada:produções Biopolíticas De Um Dispositivo Na Formação Médica

This work assumes that the discursive dominance that allows the location of knowledge and practices of Active Methodologies in a privileged place in the enunciation of the truth about medical education comes from a political economy of discourses. Based on post-critical theories of education, it argues that such an economy is sustained in the medical curriculum of a public Higher Education Institution (HEI) by the strategies of the (biopolitical) device of engaged medicine, which has Active Methodologies as one of its main lines of strength, that is, one of its main operating strategies. The objective is to analyze the discursive investment of this device in the normalization of conduct and the very way of being doctors of students of the HEI's medical course. Discursive fragments circulating in the formal curriculum and in focus group sessions held with students of the aforementioned course are analyzed, using elements of discourse analysis inspired by Foucault. It was evident that, despite the entire logic triggered by the device in the production of the active/engaged student subject, it is possible to locate the subject position of a passive student being desired and occupied in the medical curriculum of the HEI. It was concluded that the discursive elements of the device of engaged medicine are activated in the HEI's medical curriculum to constitute positions of normality and difference, in terms of active and passive student subjects.