Avaliação participante de práticas educativas em serviços de saúde

Smeke, Elizabeth de Leone Monteiro; Oliveira, Nayara Lúcia Soares de

doi:10.1590/s0101-32622009000300005

Cited by 6 publications

(7 citation statements)

References 3 publications

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“…Thus, the PEH political proposal is understood and discussed as a construction of shared constructs 15 , 63 that overcomes organization culture based on central decision making. 46 Moreover, it assumes the existence of an organization with a network of relationships fabricated by all participants from ideas, needs and sentiments present in social actions, which reflects perceptions and experiences of reality.…”

Section: Discussion Of the Concepts And Practices Of Permanent Educatmentioning

confidence: 99%

“…From the perspective of 25 of the studies anal-yzed, 4 , 10 , 13 , 14 , 21 , 22 , 38 , 39 , 40 , 44 , 46 - 48 , 51 - 53 , 55 , 58 , 63 - 65 , 68 - 70 , 72 PEH actions were collective decisions and actions based on discussed practices that were based on learning moved to the service environment, with the action-reflection-action concept guiding focus. 55 In the formulations of Paulo Freire, discussion is given a meaning of critical insertion into reality in order to draw out elements which give meaning to learning and takes into account personal implication and the interactions between different subjects who learn and teach.…”

Section: Discussion Of the Concepts And Practices Of Permanent Educatmentioning

confidence: 99%

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Educação permanente em saúde: metassíntese

2014

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OBJECTIVETo undertake a meta-synthesis of the literature on the main concepts and practices related to permanent education in health.METHODSA bibliographical search was conducted for original articles in the PubMed, Web of Science, LILACS, IBECS and SciELO databases, using the following search terms: “public health professional education”, “permanent education”, “continuing education”, “permanent education health”. Of the 590 articles identified, after applying inclusion and exclusion criteria, 48 were selected for further analysis, grouped according to the criteria of key elements, and then underwent meta-synthesis.RESULTSThe 48 original publications were classified according to four thematic units of key elements: 1) concepts, 2) strategies and difficulties, 3) public policies and 4) educational institutions. Three main conceptions of permanent education in health were found: problem-focused and team work, directly related to continuing education and education that takes place throughout life. The main strategies for executing permanent education in health are discussion, maintaining an open space for permanent education, and permanent education clusters. The most limiting factor is mainly related to directly or indirect management. Another highlight is the requirement for implementation and maintenance of public policies, and the availability of financial and human resources. The educational institutions need to combine education and service aiming to form critical-reflexive graduates.CONCLUSIONSThe coordination between health and education is based as much on the actions of health services as on management and educational institutions. Thus, it becomes a challenge to implement the teaching-learning processes that are supported by critical-reflexive actions. It is necessary to carry out proposals for permanent education in health involving the participation of health professionals, teachers and educational institutions.

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Section: Discussion Of the Concepts And Practices Of Permanent Educatmentioning

confidence: 99%

Section: Discussion Of the Concepts And Practices Of Permanent Educatmentioning

confidence: 99%

Educação permanente em saúde: metassíntese

2014

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“…Não obstante seus preceitos significarem um importante avanço na relação entre aprender e ensinar, de maneira geral as avaliações da EPS são ainda incipientes, assistemáticas, desfocadas ou inexistentes. As dificuldades em estabelecer estratégias avaliativas podem estar atreladas às formas de organização das propostas de EPS como um todo e decorre, especialmente, de fatores como ausência de planejamento, em especial de um plano pedagógico institucional de educação em saúde; fatores culturais; ações educativas focalizadas no tecnicismo reducionista; diminuto contingente de trabalhadores, com sobrecarga de trabalho; questões econômicas e financeiras; e ainda processos de trabalho compartimentados entre concepção e execução (Smeke;Oliveira, 2009).…”

Section: Introductionunclassified

Avaliação da educação permanente no processo de trabalho em saúde

et al. 2016

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Resumo O objetivo do estudo foi conhecer as mudanças ocorridas no processo de trabalho decorrentes da educação permanente em saúde. Tratou-se de uma pesquisa qualitativa, descritiva e exploratória. Os entrevistados foram enfermeiros atuantes em serviços de saúde correspondentes a cinco unidades básicas de saúde e cinco hospitais de dez cidades do Rio Grande do Sul, Brasil, entre 2011 e 2012. Os resultados indicaram que o conhecimento dos sujeitos da pesquisa em relação à educação permanente era limitado e, de maneira geral, desconheciam-se as formas de avaliação das ações educativas. Conclui-se que a educação no trabalho, no segmento pesquisado, era desenvolvida de forma compartimentada, pontual e assistemática, e que a avaliação das ações educativas não contribuía para o aperfeiçoamento do processo educativo.

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“…These presuppositions are also extolled by the action-research that, in the interface among the fields of education and health, has been used for knowledge production and technology of care, as well as of formation and profissional development [12][13][14][15][16][17] . This modality of qualitative investigation is based on the collaborative production of know-how about a theme of practical order, including all involved (researchers/authors and participants/actors) in reciprocal manners of relationship and accepting the practice, aiming at improvement, when building intentional actions seeking transformations [18][19][20][21] .…”

mentioning

confidence: 99%

Crônicas do grupo: ferramenta para análise colaborativa e melhoria da reflexão na pesquisa-ação

Marcolino

Reali

2015

Interface (Botucatu)

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(b) Departamento de Teorias e Práticas Pedagógicas, UFSCar. São Carlos, São SP, Brasil, darr@ufscar.br The functions that "group chronicle" (narrative of verbal and nonverbal events by a group of people discussing a common topic) might take on within action research projects relating to continuing healthcare education were analyzed. Professional practice was taken to encompass complex and tacit aspects within the social context, as proposed by the practice community. The starting point comprised action research results that used group chronicles as a non-dialectical tool. Thematic analysis was used on 31 excerpts of transcriptions of face-to-face meetings among the participants that contained the word "chronicle". Five functions were identified: facilitation of communication; engagement and identity construction; group memory and continuity of learning; raising of awareness of implicit aspects; and collaborative analysis. This tool addresses educational-investigative projects that seek to promote reflection in order to improve healthcare practices and construct knowledge from this perspective. Permanent Education in Brazilian Health/PEH. The challenge is the transformation of learning practices in continuous service/education ordered and imposed, verticalized, for professionals of only one category, and centered in processes of technical-instrumental learning for participative proposals, dialogical and that face the reality of people's work, in organization of work processes, care and administration in health [1][2][3][4][5] .For the effectiveness of these changes it is hoped that PEH crystallizes in collective and critical-reflexive in the work 4-8 processes, understanding the learning as dynamics, procedural, resulting of the active engagement in the world, in a process of construction of meaning 9 . Besides, PEH demands to value the experiences so much lived by the professionals and the senses that were built on that -given the tacit character on which the experience is constructed 8, 9 -as the reflection about the experience, that impels the professional to be conscious of what is tacit, to evaluate actions and redefine meanings, being able, like this, to produce new knowledge 10,11 .PEH aims to face the crystallization of implicit patterns of organization, work and attendance, because "frequently, problems seemingly of technical nature can express latent conflicts in the manners of thinking and acting of the profissionais" 4 , p.897. Therefore to promote the transformation by the education, the problem in subject needs to emerge, the people need to recognize themselves in the singularity of the situation and be recognized in their needs and creative-transforming potential 4 .These presuppositions are also extolled by the action-research that, in the interface among the fields of education and health, has been used for knowledge production and technology of care, as well as of formation and profissional development [12][13][14][15][16][17] . This modality of qualitative investigation is based on the colla...

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Avaliação participante de práticas educativas em serviços de saúde

Cited by 6 publications

References 3 publications

Educação permanente em saúde: metassíntese

Educação permanente em saúde: metassíntese

Avaliação da educação permanente no processo de trabalho em saúde

Crônicas do grupo: ferramenta para análise colaborativa e melhoria da reflexão na pesquisa-ação

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