JÚRI SIMULADO COMO ESTRATÉGIA DE ENSINO SOBRE POLÍTICAS PÚBLICAS PARA ATENÇÃO AO USUÁRIO DE ÁLCOOL E DROGAS
JÚRI SIMULADO COMO ESTRATÉGIA DE ENSINO SOBRE POLÍTICAS PÚBLICAS PARA ATENÇÃO AO USUÁRIO DE ÁLCOOL E DROGAS
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DOI: https://doi.org/10.22533/at.ed.28024120214
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Palavras-chave: álcool, substâncias psicoativas, redução de danos, políticas públicas.
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Keywords: alcohol, psychoactive substances, harm reduction, Health Policy.
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Abstract: The training of health professionals requires an emancipatory education with a critical-reflexive foundation, which articulates the technical foundations with the country's current health care models guided by public health policies. Such models include the consolidation of transformations in care for patients with mental disorders, including alcohol and drug users. In this context, harm reduction strategies in parallel with strategies that aim exclusively at abstinence, are antagonistic tools and integrated into health policies that seek the user recovery process. The objective of the present study is to describe a teaching and learning experience through PBL (problem-based learning) and simulated jury to address the topic of public policies aimed at drug users, focusing on harm reduction strategies versus abstinence. The activity carried out in a private educational institution offering a nursing course, used problem-based learning (PBL) elements as a triggering strategy. The students previously researched harm reduction and abstinence strategies to address the clinical case in question. They were then divided for the simulated jury into judge, clerk, prosecutors A and B, jurors, patient/family members, and spectators. Prosecutor A defended the harm reduction strategy and Prosecutor B defended abstinence treatment. During the debate, the mediators from each group presented arguments in favor of their position, outlining counter-arguments to the opposing group. After the debate, the jury presented one last complex question, intending to stimulate quick thinking and flexibility. The judges evaluated the debate and presented which group was the winner of the dispute. In the end, the teachers returned to the main points of the dispute for clarification. Final considerations: students were able to reflect on current public health policies aimed at drug users through meaningful, critical, and reflective learning, which becomes essential for professional performance.
- Larissa Horta Esper
- Rubia Paixao Benedicto