As escolas técnicas do SUS: que projetos político-pedagógicos as sustentam?

Galvão, Ena de Araújo; Sousa, Maria Fátima de

doi:10.1590/s0103-73312012000300017

Cited by 6 publications

(5 citation statements)

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“…The discourses reveal that the decentralization of power, the lack of pedagogical and financial autonomy of the school, provoke conflicting situations at work, interfering with the professional and personal life of participants. Some Technical Schools experience bureaucratic obstacles and are influenced by local political issues, in a negative way, in this process, since the majority do not have administrative, financial and decision-making autonomy, increasing the precariousness of the formation and the qualification of the workers (30)(31) . They also point out that the lack of autonomy of some technical schools for the management and execution of resources does not contribute to the changes that are necessary and increases the precariousness of training and qualification of workers (1,30) .…”

Section: Discussionmentioning

confidence: 99%

“…With regard to the implications of participants with the use of the methodologies of the problem, different studies about training in technical schools, point this methodology as teaching, learning and evaluation strategy in the active methodology, by anchoring itself in the pedagogical conception that encourages the student's participation, developing autonomy and understanding of individual and collective responsibility in learning (30)(31) . They point out that the difficulties in the pedagogical dimension refer to the turnover of professionals, the lack of mastery in the application of the methodology, the lack of didactic material and often to the lack of financial resources to make feasible the projects similar to the results of this study (11,(30)(31) .…”

Section: Discussionmentioning

confidence: 99%

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Teaching implications in the pedagogical training of a technical school

2020

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Objective: to analyze the teaching implications with the pedagogical training in a Technical School of SUS. Method: a qualitative study that has the Institutional Analysis as theoretical and methodological framework, Institutional Socio-Clinical modality, whose data were collected from July 2017 to August 2018, with 07 health professionals. Results: they were presented from two themes: implications of teachers with training: the old Technical School; New directions are evidenced in the implied behavior of teachers: a new Technical School? Final considerations: knowing the factors that hinder and facilitate the pedagogical training in health, and especially to clarify how the behaviors instituted opened loopholes for instituting movements present in that setting, revealing the nuances of a new institutionalization, contributed to the collective construction of strategies related to the training of new teachers.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Teaching implications in the pedagogical training of a technical school

2020

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“…Such public institutions aimed, a priori, to qualify mid-level or elementary-level health workers employed in the Brazilian health system, having their principles and guidelines as guiding axes of the teaching plans. Currently, they are configured as a reference in Brazil for health workers' training, qualification, (re) professionalization and updating, playing a significant role in professional practice reorientation and qualification (3) .…”

Section: Introductionmentioning

confidence: 99%

Organizational and pedagogical characterization of vocational courses in nursing at SUS Schools

et al. 2021

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Objectives: to know the organizational and pedagogical characteristics of vocational courses in nursing of Unified Health System Vocational Schools in northeastern Brazil. Methods: this is a qualitative, descriptive study, developed in six schools that offer this course. As a data source, Pedagogical Political Project and Teaching Plans were used to search for information on courses’ organizational and pedagogical characteristics through indirect documentation, using three structured scripts. Results: most of the characteristics of the courses are convergent between schools, but pedagogical characterization items do not exist, presenting themselves as fragility regarding the outline of such normative characteristics. Final Considerations: the characterization of the courses demonstrates the schools’ commitment to training professionals aiming at quality of healthcare/nursing in/for the Unified Health System. However, the weakness found in the documents emerged as a challenge to be overcome, in order to better subsidize teaching and learning and qualify training.

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“…The Secretary of Health Work and Education Management (SGTES), affiliated with the Ministry of Education, is in charge of the coordination of this network. 2 The ETSUSs are pedagogically organized through the problematization methodology, pedagogical training and competency-based certification. 1 In that sense, the professionals involved in the organization processes of the educational context and the ways in which teaching and learning are offered are essential, as they incorporate the guidelines the RETSUS disseminates in the classroom or in the educational context.…”

Section: Introductionmentioning

confidence: 99%

Implementation of the Integrality Principle in Technical Nursing Courses at Schools in the Sus Network

Tafner

Reibnitz

Lazzari

2016

Texto contexto - enferm.

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Objective: to understand how the coordinators of technical schools in the Unified Health System perceive the application of the integrality principle in the training process of nursing technicians.Method: qualitative research through the Collective Subject Discourse, involving 12 coordinators of technical nursing courses taught at technical schools of the Unified Health System. Results: two categories emerged from the analysis of the data: Teaching bond and difficulty to insert the integrality principle; and Weaknesses and potentials of student workers related to the integrality principle.Conclusion: according to the coordinators of the technical schools in the Unified Health System, the development of the integrality principle is an urgent need; and there are difficulties to structure it concerning the casualization of teaching work and resistance to change by the students workers. In contrast, the fact that these students are already inserted in practice seems to facilitate the understanding of the importance of continuously developing these principles. DESCRIPTORS:Education, nursing. Education, nursing, associate. Education, professional. Unified health system. Integrality in health. APLICAÇÃO DO PRINCÍPIO DA INTEGRALIDADE NOS CURSOS TÉCNICOS DE ENFERMAGEM DAS ESCOLAS DA REDE SUS RESUMOObjetivo: compreender a percepção dos coordenadores das escolas técnicas do Sistema Único de Saúde sobre a aplicação do princípio da integralidade no processo de formação do técnico de enfermagem.Método: pesquisa qualitativa, realizada por meio do Discurso do Sujeito Coletivo, com 12 coordenadores dos cursos técnicos de enfermagem das escolas técnicas do Sistema Único de Saúde.Resultados: da análise dos dados, emergiram duas categorias: Vínculo docente e dificuldades para inserção do princípio da integralidade e Fragilidades e potencialidades dos alunos trabalhadores relacionadas ao princípio da integralidade.Conclusão: para os coordenadores das escolas técnicas do Sistema Único de Saúde o desenvolvimento do princípio da integralidade é uma necessidade premente; e há dificuldades para sua estruturação relativas à precarização do trabalho docente e resistência à mudança por parte dos alunos trabalhadores. Em contrapartida, o fato destes alunos já estarem inseridos na prática parece ser um facilitador do entendimento da importância de desenvolver continuamente esses princípios. DESCRITORES: APLICACIÓN DEL PRINCIPIO DE INTEGRIDAD EN LOS CURSOS TÉCNICOS EN ENFERMERÍA DE LAS ESCUELAS DE LA RED DEL SUS RESUMENObjetivo: Comprender la percepción de los coordinadores de las escuelas técnicas del Sistema de Salud sobre el principio de la integralidad en la formación de los procesos técnicos de enfermería.Método: Investigación cualitativa a través del Discurso del Sujeto Colectivo con 12 coordinadores de los cursos de enfermería técnicos de escuelas técnicas del Sistema de Salud Resultados: El análisis de los datos, emergieron dos categorías: Vinculación de la enseñanza y la dificultad para aplicar el principio de exhaustividad; ...

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As escolas técnicas do SUS: que projetos político-pedagógicos as sustentam?

Cited by 6 publications

References 5 publications

Teaching implications in the pedagogical training of a technical school

Teaching implications in the pedagogical training of a technical school

Organizational and pedagogical characterization of vocational courses in nursing at SUS Schools

Implementation of the Integrality Principle in Technical Nursing Courses at Schools in the Sus Network

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