Reflexões sobre o conceito de atendimento humanizado em Odontologia

Humanization at dental care is highly important due to uneven relation between scientific / technical advances in dentistry and thequality of human contact. The dental treatment goes beyond the field of scientific knowledge. Therefore, the dental treatment requiresbalance among technical skill, scientific training, and humanist vision of health promotion. Contemporarily, humanization is understoodas tripod based on user's rights, dental practice and organization of a humanized model. Curriculum integration of ethical, humanistic,scientific and technical contents is an important and current challenge on teaching / learning process for professionals at Dentistry. Thispaper aims to, guided by the literature review, to present some considerations on human care in dentistry, with emphasis on theimportance of professional /patient relationship for promoting oral health. It is suggested that dentists reflect on the urgent need ontheoretical basis of humanization and patient-professional relationship for health care.Descriptors: Humanization of Assistance; Dental Staff

Interpretando la estrutura curricular de programas brasileños de licenciatura en Física, a partir de una perspectiva epistemológica de la Didáctica de la Física

This study aims to contribute to understanding the complexity related to the definition and practice of "Didactics of Physics" in initial physics teachers training. We intend to make evident how is understood the Didactics of Physics in curricular organizations, since an "observation" from a perspective based on an analysis of theoretical frameworks of Science Teaching, according to which "Didactics of Physics" is an articulating axis between different disciplines and constitutes the knowledge body to be taught in order to teachers learn to teach physics. For that, we used techniques of documentary analysis, constituting a text from a systematic search of information about Physics teachers’ initial education programs, looking for criteria justifying their organizations and contents of disciplines that aim to contribute to the training for teaching, in a study carried out during 2011. We found on these curricular organizations the presence of disciplines in fields such as: Exact Sciences, Humanities, Social Sciences and Teaching Practice, which indicates a consideration of interdisciplinary training which must receive the future teacher. However, without being consistent with Science Education' epistemology, requesting the integration of interdisciplinary knowledge to solve problems related to teach physics in high school, with some exceptions in the preparation for the subject "traineeship" or training for "Didactic transposition", but since different interpretations.