(RE)THINKING THE COMPETENCIES IN PRECEPTORY FROM ACTIVE EDUCATION-LEARNING METHODOLOGIES

INTRODUCTION/OBJECTIVES: Accordingly to the Resolutions of the National Medical Residency Council (CNRM) and the Brazilian Society of Family Medicine and Community (MFC) the teaching competencies and the self-learning capacity are “essential” and “desirable” foundations in practicing and on Medical Residency Programs on Family Medicine and Community. That way, we have as goal to problematize the role of the Family Medicine and Community resident preceptor, seeking to identify the competencies that must be developed on his professional practice. RESULTS/CONCLUSIONS: From the questioning of the “essential” and “desirable” competencies for the practice of the preceptor, it was observed that the traditional practice of unidirectional transmission of knowledge was the most executed method. This view was counter-posted with active practices of teaching-learning, which allocate the student on the center of the process, allowing the reconfiguration of the role of the preceptor as facilitator on seeking the important knowledge. Before that, the opportunity of an Internship in Teaching and Competencies in Preceptorship in the Family and Community Medicine, allowed a critical reflection on the role of the preceptor while the agent capable of allowing the build of knowledge in an active, critical an responsible way, guaranteeing an integration teach-service more effective and efficient.