Global Journal of Human-Social Science, A: Arts and Humanities, Volume 22 Issue 7

humanization, teamwork and dedication, reproducing social representations that attribute the role of caregiver to women 31 , something also observed in this study. On the other hand, the male students' words and texts show greater concern with their performance as future professionals. The reconstruction of knowledge by students has long been discussed, as they need to find their own personal meaning in what they learn. In addition to said meaning, they must relate new information with what they already have, alongside new demands posed by professional practice and, mainly, with the needs of the population with whom they are going to work with 32 . Learning is a process of personal growth and development in its entirety, requiring not only theoretical knowledge, but also affective-emotional knowledge, human skills, attitudes and values 33 . It is believed that these objectives were achieved with this project, as can be seen in several speeches by the undergraduates. V. F inal T hought It is believed that the project “Innovate-SUS- Narrative-Based Teaching” has achieved its objectives. Discussions on changes in the profile of graduates of courses in the health area are now a reality, with emphasis on the need to balance technical and humanistic skills. Through the collection of illness narratives, it can be seen that the experience provided reflections to this group of undergraduates about their professional future and the need for active listening. Being able to see the person beyond the disease and reflect on the multidimensionality of becoming ill, the receptiveness and approachability in the professional-patient relationship, the comprehensiveness of care, the need to incorporate psychosocial aspects to better understand the person, how much emotions are present in the experience of illness and on the need to expand the look at this process constituted important points highlighted by the group. Thus, this activity brought important reflections for these students in the sense of achieving the profile expressed in the current NCG for these undergraduate courses. However, limitations to this research are pointed out. The methodological design chosen does not allow generalizations. The absence in the literature, so far, of the application of narratives with Physiotherapy and Nutrition undergraduates does not allow comparisons of results; something also observed regarding the use of the IRaMuTeQ® software, used here as an aid in content analysis, which is a tool still rarely used in researches focused on health education. R eferences R éférences R eferencias 1. Foucault M. The birth of the clinic. Rio de Janeiro, Brasil: Forense Universitária, 2001. 2. Good B. Medicine, Rationality and Experience: an anthropological perspective. New York, E.U.A: Cambridge Press, 1994. Pagliosa FL, Da Ros MA. The Flexner report: for good and for bad. Rev. Brasil. Ensino Méd. 492– 499, 2008. 4. Manso MEG. Saúde e doença: do controle sobre os corpos à perspectiva do adoecido. São Paulo: Max Limonad; 2015, p. 37-49. 5. National Board of Education. National Curriculum Guidelines for Undergraduate Courses in Medicine. Parecer CNE/CES Nº 116/2014. Brasília: CNES, 2014. 6. National Board of Education. National Curriculum Guidelines for Undergraduate Courses in Physiotherapy. Parecer CNE/CES Nº4/2002. Brasília: CNES, 2002. 7. National Board of Education. National Curriculum Guidelines for Undergraduate Courses in Nursing, Medicine, and Nutrition. Parecer CNE/CES Nº 1133/2001. Brasília: CNES, 2001a. 8. National Board of Education. National Curriculum Guidelines for Undergraduate Courses in Medicine. Parecer CNE/CES Nº 04/2001. Brasília: CNES, 2001b. 9. Starfield B. Primary Care: balance between health needs, services and technology. Brasília: UNESCO, 2002. 10. Teixeira RC, Muniz JWC, Nazaré DL. The Curriculum for the Academic Training of the Physical Therapist and Its Historic Construction. Cad. Educ. Saúde Fisioter. 4 (7): 27-27, 2017. DOI: https://doi. org/10.18310/2358-8306.v4n7.p27 11. Federal Nutrition Council. II National Meeting on Professional Training - Professional Training in Focus: National Curriculum Guidelines for the Undergraduate Course in Nutrition. Brasília: CFN, 2015. 12. Scheffer M. Medical demography in Brazil. São Paulo: Conselho Regional de Medicina do Estado de São Paulo, Conselho Federal de Medicina, 2020 13. Milota M et al. Narrative medicine as a medical education tool: A systematic review. Medical Teacher. 41 (7): 802-810, 2019. https://doi.org/10. 1080/0142159X.2019.1584274 14. Charon R et al. Principles and Practice of Narrative Medicine. Nova York, E.U.A.: Oxford University Press, 2017. 15. Wiezel I et al. Is there a need for narrative medicine in medical students’ education? A literature reviews . Medical education. 27: 559–565, 2017. https://doi. org/10.1007/s40670-017-0426-0 16. Manso M.E.G. “My Physician Doesn´t Listen to Me” Project: Students and Professors Perceptions. Manag Prim Health Care. 2020; 12: e19. https://doi. org/10.14295/jmphc.v12.975 © 2022 Global Journals Volume XXII Issue VII Version I 9 ( ) Global Journal of Human Social Science - Year 2022 A The Use of Illness Narratives in Undergraduate Physiotherapy, Medicine, and Nutrition: Innovative Experiences at a University in São Paulo 3.