A educação a distância na qualificação de profissionais para o Sistema Único De Saúde: metaestudo

Abstract

Resumo Este estudo objetivou caracterizar concepções teórico-pedagógicas em educação a distância na formação/qualificação de trabalhadores do Sistema Único de Saúde e identificar cursos em educação a distância, amparados neste contexto. A busca sistematizada envolveu estudos qualitativos, utilizando os termos: 'educação a distância' e 'saúde'. Selecionaram-se 21 estudos para compor o metaestudo, que consistiu de três etapas: metateoria, metamétodos e metanálise. Na metateoria, identificaram-se quatro categorias: construtivismo; pedagogia de Paulo Freire; educação permanente em saúde; e concepções próprias da educação a distância. Na etapa metamétodos, 11 estudos eram relatos de experiência; dois, estudos de caso; três envolveram aná-lise de conteúdo; um envolvia pesquisa-ação; e outro, análise do discurso. Na metanálise, identificaram-se resultados que marcaram: formação de comunidades de aprendizagem; fortalecimento dos espaços de gestão; e formação de redes para projetos em educação permanente. As discussões enfatizaram: fortalecimento do Sistema Único de Saúde; protagonismo dos sujeitos; e formação de redes de cuidados. Constata-se que os estudos se restringiram mais aos aspectos conceituais e teóricos do que aos metodológicos. Ficaram evidentes conceitos amparados no construtivismo, na educação permanente em saúde e em referencial teórico próprio da educação a distância. Nos estudos, a educação a distância foi considerada indispensável para formação/qualificação de profissionais no Sistema Único de Saúde. Palavras-chave educação a distância; Sistema Único de Saúde; trabalhadores.Abstract This study aimed to characterize theoretical and pedagogical concepts in distance education in the training/qualification of employees of the Unified Health System and to identify courses in distance education, supported in this context. The systematic search involved qualitative studies using the terms 'distance education' and 'health.' In all, 21 studies were selected to compose the meta-study, which consisted of three stages: Metatheory, metamethods, and meta-analysis. Four categories were identified in the metatheory: Constructivism; the pedagogy of Paulo Freire; continuing education in health; conceptions belonging specifically to distance education. The metamethods step found 11 experience reports; two case studies; three involved content analysis; one involved action research; and the another, discourse analysis. Marking results were found in the meta-analysis: Formation of learning communities; strengthening of management spaces; formation of network for projects in continuing education. The discussions emphasized strengthening the Unified Health System, the protagonism of the subjects, and the formation of care networks. It was noted that the study focuses on the more conceptual and theoretical aspects than on the methodological ones. Concepts supported in Constructivism, in continuing education in health, and in a theoretical framework of distance education itself were evident. In the studies, distance education wa...

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