Educação permanente em uma unidade de saúde paulistana: a voz dos trabalhadores como fundamento para uma proposta de relatório técnico
Data
2024-06-27
Orientadores
Santos, Leonardo Carnut dos 
Tipo
Dissertação de mestrado
Título da Revista
ISSN da Revista
Título de Volume
Resumo
Objetivo: A partir das vozes dos trabalhadores e trabalhadoras de uma unidade básica de saúde localizada na região central do município de São Paulo, buscar compreender como as práticas educativas alinhadas com a Política Nacional de Educação Permanente em Saúde (PNEPS) são realizadas em uma unidade de atenção primária à saúde, com o intuito de identificar suas potencialidades e limitações. Propor a elaboração de um relatório técnico com o objetivo de auxiliar na implementação de práticas de educação permanente em saúde na unidade. Métodos: Pesquisa de abordagem qualitativa realizada em duas etapas distintas, na primeira etapa foi realizada a revisão da literatura referente a política de educação permanente em saúde, na segunda etapa foi realizada uma pesquisa de campo utilizando a técnica de entrevistas semiestruturadas como instrumento de coleta de dados com profissionais de nível superior e técnico (n=9) de distintas categorias como objetivo compor uma amostra que possibilite olhar amplo sobre as práticas educação permanente em saúde na concepção desses profissionais, que apesar de categorias distintas, ocupam o mesmo espaço coletivo, a unidade de saúde. Resultados: Após a coleta de dados podemos compreender que as práticas educativas na unidade de saúde cenário da pesquisa são em sua maioria pautadas nos conceitos de educação continuada, onde os trabalhadores e trabalhadoras não participam da elaboração dos temas dos cursos e atividades educativas que são ofertados na unidade de saúde, e tão pouco observamos espaços destinados para que se tenha encontros para discussões reflexivas sobre os processos de trabalho da unidade. Compreendemos que a falta de incentivo da gestão é um dos fatores limitantes para o não cumprimento da PNEPS. Conclusões: Apesar dos 20 anos de existência da Política Nacional de Educação Permanente em Saúde-PNEPS, ainda assim, ela não é de conhecimento amplo entre os profissionais da área da saúde independentemente do nível de formação (técnico ou superior). É preciso que tenhamos mais investimentos, incentivos das gestões (Direta e Organizações Sociais de Saúde) neste sentido e que faça parte dos projetos acadêmicos dos cursos da área da saúde, tendo em vista que quando cumprida em sua essência, ou seja, objetivando as transformações do ambiente de trabalho através das práticas educativas que estimule discussões críticas e reflexivas sobre a realidade do cotidiano da unidade de saúde, pode contibuir para uma melhoria nos serviços prestados à população.
Objective: Based on the voices of the workers of a primary health care unit, the aim is to understand how educational practices aligned with the National Policy of Permanent Health Education (PNEPS) are carried out in a primary health care unit, with the purpose of identifying their potentialities and limitations. The proposal is to develop a technical report aimed at assisting in the implementation of permanent health education practices in the unit. Methods: This qualitative research was conducted in two distinct stages. In the first stage, a literature review concerning the policy of permanent health education was carried out. In the second stage, field research was conducted using semi-structured interviews as the data collection instrument. The interviews were conducted with higher and technical level professionals (n=9) from different categories to form a sample that allows for a broad view of the permanent health education practices from the perspective of these professionals who, despite belonging to different categories, share the same collective space, the health unit. Results: After data collection, we can understand that the educational practices in the health unit, which is the focus of this research, are mostly based on the concepts of continuing education. In this context, workers do not participate in the development of the themes for the courses and educational activities offered at the health unit, and we also observe a lack of spaces for reflective discussions about the unit's work processes. We understand that the lack of management support is one of the limiting factors for not meeting the PNEPS. Conclusions: Despite the 20 years of existence of the National Policy of Permanent Health Education, it is still not widely known among health professionals, regardless of their level of education (Technical or Higher). There is a need for more investment and incentives from management (Direct and OSS) in this regard, and it should be included in the curriculum of health courses. When implemented in its essence, aiming at transforming the work environment through educational practices that stimulate critical and reflective discussions about the daily reality of the health unit, contributing to an improvement in the services provided to the population.
Objective: Based on the voices of the workers of a primary health care unit, the aim is to understand how educational practices aligned with the National Policy of Permanent Health Education (PNEPS) are carried out in a primary health care unit, with the purpose of identifying their potentialities and limitations. The proposal is to develop a technical report aimed at assisting in the implementation of permanent health education practices in the unit. Methods: This qualitative research was conducted in two distinct stages. In the first stage, a literature review concerning the policy of permanent health education was carried out. In the second stage, field research was conducted using semi-structured interviews as the data collection instrument. The interviews were conducted with higher and technical level professionals (n=9) from different categories to form a sample that allows for a broad view of the permanent health education practices from the perspective of these professionals who, despite belonging to different categories, share the same collective space, the health unit. Results: After data collection, we can understand that the educational practices in the health unit, which is the focus of this research, are mostly based on the concepts of continuing education. In this context, workers do not participate in the development of the themes for the courses and educational activities offered at the health unit, and we also observe a lack of spaces for reflective discussions about the unit's work processes. We understand that the lack of management support is one of the limiting factors for not meeting the PNEPS. Conclusions: Despite the 20 years of existence of the National Policy of Permanent Health Education, it is still not widely known among health professionals, regardless of their level of education (Technical or Higher). There is a need for more investment and incentives from management (Direct and OSS) in this regard, and it should be included in the curriculum of health courses. When implemented in its essence, aiming at transforming the work environment through educational practices that stimulate critical and reflective discussions about the daily reality of the health unit, contributing to an improvement in the services provided to the population.