Promoção da saúde: desafios revelados em práticas exitosas

Abstract

OBJECTIVETo examine successful practices of health promotion in health, education, culture, welfare and sport, leisure, identifying the elements of success and challenges in the field.METHODSA qualitative study with data obtained from in-depth analysis that included participant observation, interviews with managers, coordinators, professionals and participants from 29 practices reported as successful for promoting health in six municipalities of the metropolitan region of Belo Horizonte, MG, Southeastern Brazil, in 2011. The variables of the study were concept, dimension, dissemination and ease of access, identified in practices guided by content analysis.RESULTSThe results indicate a conceptual and methodological uncertainty about health promotion as evidenced by conflicting objects and contradictory purposes. The practices differ in size, coverage and ease of access, determined by inter-sector coordination and political and financial investment.CONCLUSIONSWe identified challenges to health promotion focusing on vulnerable populations, limits to financing and intersectoral partnerships.

Doença da Folha Verde do Tabaco no período da classificação do tabaco: perfil sociodemográfico e ocupacional de fumicultores de um município do interior do Rio Grande do Sul

“…O fumo é comercializado em maços de folhas da mesma classe, que recebem o nome de manocas.³ Em todo período do cultivo do tabaco, os fumicultores ficam expostos a altas e repetidas doses de pesticidas e muitos destes compostos químicos podem gerar danos ao DNA humano. 5 Além da exposição aos agrotóxicos, os fumicultores estão em constante contato com a nicotina presente na folha do tabaco, e desta forma podem absorvê-la através da pele, provocando uma intoxicação aguda denominada Doença da Folha Verde do Tabaco (DFVT). 6,7 A doença é caracterizada como ocupacional e acomete trabalhadores que cultivam o tabaco em todas as regiões do mundo.…”

Ressignificação do cuidado às pessoas com hipertensão arterial sistêmica

“…5 Nessa perspectiva, as ações de educação em saúde tornam-se um importante aliado para fortalecer um cuidado sistêmico, proativo e de valorização das questões subjetivas que visam à construção da autonomia e da responsabilidade das pessoas no cuidado com a sua saúde e de toda a comunidade por meio da transformação dos saberes. 6,7 Entretanto, apesar do interesse crescente das pesquisas para se compreender a construção cultural do processo saúde/doença e as práticas exitosas no setor saúde, 8 ainda se fazem necessários estudos inovadores que possam efetivamente promover uma mudança em relação ao cuidado prestado pela equipe ESF, de modo a avançar e a romper com o paradigma da medicalização 9 .…”

Health promotion in multidisciplinary residency: Contributions to the training process

“…Significant spaces are proposed for the development of skills through theoretical and practical-theoretical moments that foster collective learning, based on experiences and interpersonal relationships. [39] The on-site modules aim to offer theoretical-conceptual support and catalyze reflection, study and the consistent and competent practice. In turn, both the core and the field discussion groups are the result of the reflection and action of the resident and of other actors of their web of professional contact within their area of expertise.…”

“…These moments must seek new directions for their activities, by rethinking the planning of work with both users and health professionals involved in the team. [39,40] Recognizing the importance of these moments to the training process of the residents, the use of active and participatory learning methodologies is encouraged in order to overcome the fragmentation of the conduction of these meetings and allowing that professionals assume the central role, with the structural axis corresponding to continuing education, comprehensive care and disciplinary knowledge. [41] It is recommended that the preceptorship must be given to professionals who recognize the student experience as a fundamental part of the teaching-learning process and who understand the complex reality and being immersed in the historicity of the agents involved in the process of capturing and understand reality and the ways to intervene.…”

“…It is necessary to work from the thinking/doing health with a consistent training where tutors and preceptors are also engaged to facilitate this training process. [39] Thus, the training of residents must go beyond specific debates, and actors must hold discussions about continuing education in order to contribute to the development of skills that guide the practice in SUS scenarios. Residents are expected to have critical-reflective attitudes and to work as articulators, identifying critical knots and in the formulation of strategies that solve and disentangle such knots, aiming at the consolidation of SUS.…”