ABSTRACT
Considering the current challenges faced in mental health services and their possible relationships with the training of health professionals, this article aimed to discuss how the teaching of medicine was subjectively configured by an undergraduate and the possible relationships of this process with some of the current challenges of the Brazilian psychiatric reform. This study was based on a case study carried out over four months with a medical student from a public college in the Federal District, where active learning methodologies are used. The Theory of Subjectivity, Qualitative Epistemology and the constructive-interpretative methodology of González Rey were used as framework. The results indicate the organization of a social subjectivity of medicine teaching marked by processes related to the biomedical model, despite institutional changes that aim to promote teaching based on a biopsychosocial care model. The participant expresses a subjective configuration in which care is linked to control and medicalization, whose development seems to have been favoured by the social subjectivity of her teaching context. In addition, it can be said that the social subjectivity of medical education is possibly related to a mental hospital social subjectivity, still present in substitute mental health services, such as Psychosocial Care Centers, making the changes proposed by the psychiatric reform more difficult to be accomplished. Finally, this study emphasizes the subjective aspect of learning, through which processes related to different areas of a person's life are articulated, such as education, family and culture.
Keywords:
Medical training; mental health care; subjectivity