RESUMO O ensino da saúde coletiva no Brasil contribui para o desenvolvimento técnico-científico do campo, transcendendo a mera abordagem de programas de saúde de forma fragmentada. Assim, objetivou-se neste estudo compreender a operacionalização do ensino em saúde coletiva, na graduação e pós-graduação stricto sensu, no Brasil. Trata-se de uma revisão integrativa de literatura a partir da busca nas bases de dados PubMed, Scopus, PsycINFO, Literatura Latino-americana e do Caribe em Ciências da Saúde (Lilacs), Scientific Electronic Library Online (SciELO) e Centro Latino-Americano e do Caribe de Informação em Ciências da Saúde (Bireme). Foram analisados 21 artigos por título, autor, ano, caracterização e/ou objetivo, metodologia e principais resultados. Conclui-se que a institucionalização de cursos de pós-graduação no campo da saúde coletiva seguiu o movimento educacional da universidade e a Reforma Sanitária Brasileira, ao passo que cursos de graduação só ocorreram na última década. O marco constitucional de 1988 define o ordenamento de recursos humanos para a formação profissional no e para o sistema de saúde no País.

ABSTRACT The teaching of public health in Brazil contributes to the technical-scientific development of the field, transcending the mere approach of health programs in a fragmented way. Thus, the objective of this study was to understand the operationalization of teaching in public health, in the stricto sensu undergraduate and graduate programs, in Brazil. This is an integrative literature review based on a search in PubMed, SCOPUS, PsycINFO, Latin American and Caribbean Health Sciences (LILACS), Scientific Electronic Library Online (SciELO) databases, and the Latin American and Caribbean Center on Health Sciences Information (BIREME). Twenty-one articles were analyzed by title, author, year, characterization and/or objective, methodology, and main results. It is concluded that the institutionalization of graduate courses in the field of public health followed the educational movement of the university and the Brazilian Health Reform, while undergraduate courses only took place in the last decade. The 1988 constitutional framework defines the ordering of human resources for professional training in and for the country’s health system.

ABSTRACT The teaching of public health in Brazil contributes to the technical-scientific development of the field, transcending the mere approach of health programs in a fragmented way. Thus, the objective of this study was to understand the operationalization of teaching in public health, in the stricto sensu undergraduate and graduate programs, in Brazil. This is an integrative literature review based on a search in PubMed, SCOPUS, PsycINFO, Latin American and Caribbean Health Sciences (LILACS), Scientific Electronic Library Online (SciELO) databases, and the Latin American and Caribbean Center on Health Sciences Information (BIREME). Twenty-one articles were analyzed by title, author, year, characterization and/or objective, methodology, and main results. It is concluded that the institutionalization of graduate courses in the field of public health followed the educational movement of the university and the Brazilian Health Reform, while undergraduate courses only took place in the last decade. The 1988 constitutional framework defines the ordering of human resources for professional training in and for the country’s health system.

RESUMO O ensino da saúde coletiva no Brasil contribui para o desenvolvimento técnico-científico do campo, transcendendo a mera abordagem de programas de saúde de forma fragmentada. Assim, objetivou-se neste estudo compreender a operacionalização do ensino em saúde coletiva, na graduação e pós-graduação stricto sensu, no Brasil. Trata-se de uma revisão integrativa de literatura a partir da busca nas bases de dados PubMed, Scopus, PsycINFO, Literatura Latino-americana e do Caribe em Ciências da Saúde (Lilacs), Scientific Electronic Library Online (SciELO) e Centro Latino-Americano e do Caribe de Informação em Ciências da Saúde (Bireme). Foram analisados 21 artigos por título, autor, ano, caracterização e/ou objetivo, metodologia e principais resultados. Conclui-se que a institucionalização de cursos de pós-graduação no campo da saúde coletiva seguiu o movimento educacional da universidade e a Reforma Sanitária Brasileira, ao passo que cursos de graduação só ocorreram na última década. O marco constitucional de 1988 define o ordenamento de recursos humanos para a formação profissional no e para o sistema de saúde no País.

Abstract INTRODUCTION: Newborn who had Zika vírus but did not show microcephaly at birth may have neuropsychomotor development problems. We aimed to evaluate the developmental and anthropometric milestones of asymptomatic children whose mothers had Zika during pregnancy in Northeastern Brazil in 2015 and 2016. METHODS: We conducted a descriptive cross-sectional case series study of children in Fortaleza born without microcephaly whose mothers had Zika during pregnancy. Home visits were undertaken to evaluate the developmental milestones and gather anthropometric data of the children and to conduct semi-structured interviews with the mothers to identify their socioeconomic and gestational profiles and assess the newborns after birth. RESULTS: In total, 30 cases were identified. Of these, 17 children and their mothers participated in the study. The median age of the mothers at the time of delivery was 26 years. All were symptomatic, and TORCH was negative. At the time of the home visit, all had growth profiles suitable for their age. However, nearly all children (15/17, 88.2%) presented at least one developmental delay, considering their age group. CONCLUSIONS: There were late changes in the neuropsychomotor development of children born to mothers who had Zika during pregnancy, suggesting the need for specialized medical follow-ups.