Barros Nelson Filice de
Departamento de Saúde Coletiva, Faculdade de Ciências Médicas, Universidade Estadual de Campinas, Campinas, SP, Brasil,
Cien Saude Colet. 2014 Apr;19(4):1053-63. doi: 10.1590/1413-81232014194.15202013.
The models of teaching social sciences and clinical practice are insufficient for the needs of practical-reflective teaching of social sciences applied to health. The scope of this article is to reflect on the challenges and perspectives of social science education for health professionals. In the 1950s the important movement bringing together social sciences and the field of health began, however weak credentials still prevail. This is due to the low professional status of social scientists in health and the ill-defined position of the social sciences professionals in the health field. It is also due to the scant importance attributed by students to the social sciences, the small number of professionals and the colonization of the social sciences by the biomedical culture in the health field. Thus, the professionals of social sciences applied to health are also faced with the need to build an identity, even after six decades of their presence in the field of health. This is because their ambivalent status has established them as a partial, incomplete and virtual presence, requiring a complex survival strategy in the nebulous area between social sciences and health.
社会科学教学模式和临床实践模式不足以满足应用于健康领域的社会科学实践反思性教学的需求。本文旨在探讨健康专业人员社会科学教育所面临的挑战与前景。20世纪50年代，社会科学与健康领域相结合的重要运动兴起，但薄弱的资质问题依然存在。这是由于社会科学家在健康领域的专业地位较低，以及社会科学专业人员在健康领域的定位不明确。这还归因于学生对社会科学重视不足、专业人员数量少以及生物医学文化在健康领域对社会科学的侵蚀。因此，即使在应用于健康领域的社会科学专业人员在该领域存在了六十年之后，他们仍面临着构建身份认同的需求。这是因为他们矛盾的地位使他们成为一种部分的、不完整的和虚拟的存在，需要在社会科学和健康之间的模糊领域采取复杂的生存策略。
