Educational Group Practices in Primary Care: Interaction Between Professionals, Users and Knowledge

Abstract

Objective:To investigate the concept understood by Family Healthcare Strategy (ESF) professionals of knowledge, education and subjects participating in learning activities. Method: Qualitative study carried out with the ESF professionals with university degree, members of the healthcare staff who undertook educational health group activities at Basic Healthcare Units (UBS) in Belo Horizonte. The following triangulation techniques were used: participant observation, photos and field notes; interviews with professionals; and document analysis. Results: We identified three interaction patterns that are different from each other. Firstly, the professional questions, listens and provides information to users, trusting in the transmission of knowledge; secondly, the professional questions and listens, trusting that users can learn from each other; thirdly, the professional questions, listens, discusses and produces knowledge with users, both teaching and learning from each other. Conclusion: There are educational practices that include unique methods capable of creating a militant space for citizenship engagement.

Health education to prevent chronic diabetes mellitus complications in primary care

“…However, collective educational practices that promote communicational integration between health professionals and users, and among users, are essential for self-care maintenance, construction of new meanings about the disease, and changes in the conception of the health/disease process among participants, which converges with health education policy guidelines. [21][22][23] In the context of DM and the prevention of chronic complications, considering the complexity of the disease and its treatments, actions involving health education are extremely important for people to successfully control the disease. 5,24,25 Furthermore, appropriation of knowledge is not based on the amount of information accumulated, but on the socialization of knowledge in a contextualized way.…”

Effects of a Health Education program on cognition, mood and functional capacity

“…Gerontology offers countless arguments in favor of education, promotion of integration and elderly people's participation in social life. Among these, the new learning health education promotes is highlighted as an important resource to maintain the elderly people's functionality, flexibility, preservation and improvement of cognitive performance, quality of life and adaptation possibilities (14,(28)(29) . These conditions are associated with the concept of successful old age.…”

“…This tool tests five cognitive domains separately. The maximum score is 100, allocated as follows: Orientation and attention (18); memory (35); verbal fluency (14); language (28); and visuo-spatial skills (5). The scores relative to each of the six cognitive domains can be computed separately, and their sum corresponds to the participant's total score on the ACE-R.…”

“…Educational actions should be continuing, working as a fundamental strategy to the health promotion, and thus permitting the individual's integration in society, turning into the main agent of his health-disease-care process, improving his quality of life (13) . With a view to the efficacy of educational actions as an intervention strategy, the professional needs to adopt a more sensitive posture in order to consider possible demands from patients, through a dialogue that allows the professional to identify these individuals' doubts, knowledge, beliefs, needs and inquiries (6,(13)(14) . Considering that: the educational actions are mostly developed in a traditional way; that the evaluation of the impact of HE programs usually is in terms quality of life, autonomy, citizenship, participation and social interaction (6,(13)(14) ; and that this interventions do not consider the possible improvements on cognition, mood and functional ability; there is a lack of knowledge concerning the impact of a participative HE program on this variables.…”

O vídeo feedback como técnica de qualificação do processo comunicativo para educação permanente em saúde de mediadores de grupos educativos

“…Uma dessas ações consiste no desenvolvimento de grupos educativos que, para contemplarem a estratégia promocional de saúde, exige, de seus mediadores, uma disponibilidade interna para seguirem um padrão de interação baseado nos atos de questionar, escutar, problematizar e produzir conhecimento junto aos participantes (GAZZINELLI et al, 2015).…”