Curricular innovation of multidisciplinary health residencies: the experience of the School of Public Health of Ceará

Abstract

The Brazilian Unified Health System faces a critical challenge: transcending the hegemonic and centralized models that permeate the fields of health and education. This study reports on the experience of the 2nd Workshop for the Requalification of the Curriculum Matrix of Residency Programs at the Ceará Public Health School, focusing on curriculum updating aligned with the institution's Political Pedagogical Project. The workshop, held over seven in-person, remote, and hybrid sessions, involved 85 health professionals engaged in managing Ceará Public Health School's residency programs. Participants were divided into eleven Working Groups, each representing a multiprofessional residency program, to develop the following products: graduate profile, competencies, educational strategies, learning, and evaluation objectives. The workshop highlighted the importance of continuous curriculum updating in line with the training institution's Political Pedagogical Project. The discussions and collaborative work of the Working Groups enabled the construction of an updated curriculum aligned with the needs of the labor market and the Brazilian Unified Health System. The 2nd Workshop for the Requalification of the Curriculum Matrix of Residency Programs at Ceará Public Health School significantly contributed to curriculum updating, focusing on training qualified health professionals to work within the Brazilian Unified Health System context in accordance with the National Curriculum Guidelines for the health area. Keywords: Access to Health Technologies; Internship, Nonmedical; Public Health; Health Education; Unified Health System.