Objetivo: refletir sobre as estratégias de educação a distância adotadas no ensino remoto por instituições de ensino superior brasileiras no processo de continuidade de suas atividades letivas da graduação e da pós-graduação na área da saúde, no contexto da pandemia pelo novo coronavírus.Síntese de conteúdo: essa pandemia caracteriza uma crise generalizada e, com isso, a suspensão das aulas presenciais nas universidades no Brasil. Esse episódio promove um debate sobre possibilidades, riscos e consequências das estratégias de educação a distância adotadas neste momento. Por um lado, possibilita a aproximação dos indivíduos e a continuidade do ensino ante o isolamento social; por outro, acarreta a dissolução das diretrizes curriculares dos cursos de graduação em saúde. A educação a distância apresenta-se como uma forte ferramenta para desenvolver o domínio cognitivo, porém insuficiente para atender os domínios psicomotor e afetivo. A pandemia evidencia que somente práticas técnicas não são suficientes para o exercício dos profissionais de saúde, já que o contato humano é fundamental no processo de ensino e aprendizagem. Argumenta-se que é imprescindível garantir o tripé ensino-pesquisa-extensão baseado nos vínculos sociais dos futuros profissionais e na compreensão dos diferentes contextos em que atuarão.Conclusão: a educação a distância, embora relevante para o ensino remoto no momento da pandemia, deve ser realizada posteriormente em caráter complementar, e não substitutivo ao ensino presencial.

This scoping review mapped the existing evidence on interventions to promote physical activity (PA) and/or components of physical literacy (PL) in Brazilian school-aged children and adolescents. Nine electronic databases and gray literature were consulted in May 2020, with no limit on year or language. School-based intervention studies (6 to 18 years old, primarily) that assessed PA or PL components (PA-related factors or attributes) were eligible. The studies were stratified by children (<12 years of age) and adolescents (≥12 years of age). A total of 63 documents were included, which refer to 42 different intervention studies. Twenty-five interventions focused on adolescents and 17 on children. The most-used strategies in the interventions were changes in physical and environmental education classes, extracurricular PA sessions, and health education. No study has analyzed all components of PL or evaluated PL using specific protocols or instruments. PA attributes were the most studied components (30 studies). This review identified the need to conduct interventions with strategies that target all components of PL, representing important elements for a research agenda that underlies school interventions that contribute to an active lifestyle.

Understanding the dimensions of internal and external validities (e.g., using the RE-AIM model: Reach, Effectiveness/Efficacy, Adoption, Implementation, and Maintenance) of school interventions is important to guide research and practice in this context. The aim of this systematic review protocol is to synthesize evidence on the RE-AIM dimensions in interventions based on the Health Promoting School (HPS) approach from the World Health Organization (WHO) in Latin America. Studies of interventions based on HPS-WHO that were carried out in Latin America involving the population of 5 to 18-year-olds will be eligible. Searches in nine electronic databases, a study repository, the gray literature, and the retrieved articles’ reference lists will be performed, without year or publication language limits. Study selection and data extraction will be conducted by independent researchers. Data on intervention implementation will be summarized in categories of HPS-WHO actions: (1) school curriculum, (2) changes in the social and/or physical environment of schools, and (3) actions with families and the community. A previously validated tool will be used to summarize the information on the dimensions of the RE-AIM model. The strengths and limitations of the included studies will be evaluated using the Critical Appraisal Skills Program (CASP) tool, and the confidence level of evidence will be assessed according to the GRADE CERQual tool.

Community healthcare agents are strategic professionals in delivery of Primary Healthcare activities. This article reflects on the role of continuing education in healthcare as a strategic element in ensuring the occupational health of community healthcare agents faced with combating and managing coronavirus 19 disease (COVID-19). In the current scenario, the work of community healthcare agents is undergoing daily reconstruction of professional practice in order to keep pace with the living territories to which they are assigned. Continuing education in healthcare enables construction of feasible scenarios that make problem solving possible, involving a constant reflective analytical perception of professional practices, permitting (re)construction of social skills such as the capacity to mobilize and motivate other actors to participate in political action. Through problematization, identification of needs, and questioning, continuing education in healthcare leads to (de)construction of the working practices of the very actors who are delivering care. Furthermore, continuing education in healthcare reaffirms the importance of the social, technical, and political training of community healthcare agents, thereby confirming their right to dignified and quality work. In a pandemic scenario, an agenda focused on continuing education in healthcare is essential to the continuity of care delivery to communities, facilitating expansion of access to the right to health.