No momento em que escrevo este editorial, o Brasil (e o mundo) atravessam um doloroso ressurgimento da Covid-19. Não refeitos dos seus múltiplos impactos negativos -especialmente em termos de saúde mental -, somos novamente chama-
Este artigo consiste em uma análise bibliográfica na qual utilizamos a revisão integrativa de literatura como método de pesquisa para pensar como a temática de HIV/aids atravessa a formação docente brasileira. Os descritores “capacitação de professores”, “aids”, “HIV”, “professores escolares”, “ensino”, “formação docente” e “formação inicial” foram pesquisados nas seguintes bases de dados: BVSalud, Edubase, Educ@, Google Acadêmico e Scielo. Os critérios de inclusão utilizados foram artigos, ensaios e relatos acadêmicos, publicados entre julho/2011 e julho/2021 disponíveis na íntegra, classificados como open access, em português. A busca resultou em 9169 publicações e, após cuidadosa apreciação, selecionamos vinte e seis textos para a leitura e sete para comporem a análise qualitativa. A partir deles, percebemos que a temática de HIV/aids é trabalhada principalmente na formação de profissionais da saúde, sendo invisibilizada e pouco presente nas licenciaturas brasileiras e na formação inicial de professores do ensino básico.
Palavras-chave: HIV/aids. Educação Superior. Formação de Professores. Ensino. Sexualidade.
This review encompasses both national and international literature about training needs analyses for health care professionals working with the LGBT+ population. The descriptors “health professionals”, “health providers”, “LGBT”,“training needs analysis” were searched in the following databases: Academic OneFile, Academic Search Complete, Medical Literature Analysis and Retrieval System Online, Virtual Health Library, Cumulative Index to Nursing and AlliedHealth Literature, Complementary Index, Business Source Complete, Education Source, Gender Studies, National Center for Biotechnology Information, Scientifi c Electronic Library Online, SportDiscus, and PsycINFO. Inclusion criteria were:empirical articles, published from 2007 to 2017, in indexed and peer-reviewed journals, available in full text, in Portuguese or English versions. Of the 17 included articles, most were published in North American countries. There is a need for training and formal protocols within institutions. Training had positive results. No instruments about the competencies for health care professionals working with the LGBT+ population were identifi ed. Further studies should be conducted in the fi eld of health care professionals training to provide satisfactory health care services to this public.
Inadequate and ineffective care provided by health professionals to the LGBT+ public can cause countless damages to those who demand care. An alternative to improve the service provided is to promote training actions for professionals that should be initiated by the Training Needs Analysis (TNA). This study aimed at building and validating, theoretically and statistically, a TNA instrument for health professionals related to humanized care for LGBT+ individuals for the Brazilian context. The data collection was done in two stages, in person and virtually, and had 449 professionals who responded to the TNA instrument built. The data was analyzed by means of content analysis, exploratory factors and internal consistency. The scale presented a uni-factorial structure with evidence of validity and reliability, and can be used as a diagnostic tool to verify the gaps in the competence of health professionals in the care of LGBT+ people.
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