TRAMAS DA TESSITURA CURRICULAR: o curso experimental de medicina da Faculdade de Medicina da Universidade de São Paulo.

In 1968, the Faculty of Medicine of the University of São Paulo (FMUSP) began to offer an educational experience on a second medical course, known as Experimental Medical Course (CEM), which would coexist with the Traditional Medical Course (CTM). We aimed to understand the articulations and selections that are intertwined in the proposition, execution and extinction of the CEM's Project, using written and oral documentary sources. This paper began the recovery of the socio-historical construction of CEM, a less known course compared to CTM. The CEM emerged from the association of factors that put FMUSP under the stress to promote changes in its teaching and is proposed by a group that built a challenging space to the naturalization of traditional medical training precepts. The purpose of the course was to integrate contents based on themes and not only in consolidated disciplines, aiming to train physicians with a strong generalist and community-centered base, which would allow them to act in the field of general medical practice, but also be sufficient basis for the choice of a specialty. The learning situations were achieved by inserting the student in the knowledgeproducing schemes with the teaching laboratories and the medical services, proposing to the student the central role in their training, imputing him the necessity of the collective construction of his knowledge and bringing the teacher to the position of tutelary, guiding the learning process and not a mere content transmitter. The student was placed early in contact with the daily medical care, introducing the primary care as one of the focuses of care of the doctor trained at FMUSP. To that end CEM introduced a variety of practice scenarios, such as health centers and general hospitals and the standing patient dimension, which shares the proposition of a biopsychosocial individual defended by CEM, in addition to approaching physicians from other professionals of health. With only eight graduated classes, the course suffers from constant resistance in FMUSP, the precariousness of the space offered, loss of political support and misrepresentation and hybridization of the original proposal, among others, leading to its collapse, culminating in the merger of coexisting courses in a course that resembles little from original CEM. The CEM presents itself as a rescue of the founding tradition of the Faculty, since it recovers the dimension of experiment and innovating the teaching, breaking, however, with the surgical tradition of FMUSP. By imposing protagonism on students and teachers, knowledge is reassembled, changing the conventional disciplinary territories, leading to territorial disputes that do not focus on the large spaces of the disciplines, but that eventually permeate the whole structure, once the disciplines are dispersed. What remains from CEM in the curriculum of the Faculty is seen in the maintenance of primary care and the group of Infectious Diseases, in addition to the infrastructures of the Health-School Center and the University Hospital and the memory of its remaining protagonists. [ABSTRACT FROM AUTHOR]