Art in/from learning in the context of the Multiprofessional Residency in Infectious Diseases

narrative of the frontiers of humanization, integrality and the democratization of knowledge in health

Abstract

Considering emancipatory education, with qualification of the ethical and technical profile, the need for innovation in the production of learning, and the fact that health involves scientific, formal, and artistic knowledge, including creation in action, it can be inferred that contact with art teaching methodologies, during the learning of health professionals, favors the creation and innovation of practices focused on the assumptions of humanization, integrality of care and the democratization of health knowledge. This study is a narrative of the experience lived by class nine (T9) of the multidisciplinary infectious diseases’ residency and the creation of the scenic project “Fronteira”, in the fight against stigma, discrimination, and prejudice faced by people living with HIV. Thus, the importance of activities outside the hospital can be seen, problematizing the concept of body-territory and user participation as a teamwork guide. It is necessary to include the professional art educator in the training process of resident health professionals to combat the mechanical and technical approach to health care.