Escolas Técnicas do SUS (ETSUS) no Brasil: regulação da integração ensino serviço e sustentabilidade administrativa

Abstract

Escolas Técnicas do SUS (ETSUS) no Brasil: regulação da integração ensino serviço e sustentabilidade administrativaVocational health schools (ETSUS) in Brazil: regulation of the integration of teaching-service-administrative sustainability of ETSUS Resumo O objetivo deste artigo foi discutir a sustentabilidade administrativa das Escolas Técnicas do SUS (ETSUS) a partir do princípio da integração ensino serviço, que traz uma nova dimensão do trabalho na saúde ainda não regulada pela administração pública brasileira. Trata-se de uma pesquisa qualitativa, por meio de um estudo de caso. A pesquisa foi realizada por meio de questionário semiestruturado junto aos gestores das ET-SUS, abordando aspectos institucionais, administrativos e de gestão do trabalho. O universo amostral foi de 6 ETSUS pertencentes à Rede de Escolas Técnicas do SUS (RET-SUS). As ETSUS apresentaram gestão e planejamento centralizados e execução descentralizada de sua atividade fim, em sua maioria sem autonomia administrativa e altamente dependente de financiamento do governo federal. Segundo os gestores das escolas, a falta de regulação da atividade docente por servidor públi-co fragiliza a gestão das ETSUS. Estas instituições apresentam problemas de gestão relacionados à integração ensino serviço, que precisa ser regulamentada para conferir sustentabilidade às escolas e evitar contradições com a legislação brasileira. Palavras-chave Educação profissionalizante, Recursos humanos, Escolas para profissionais de saú-de, Políticas, Planejamento e Administração em Saúde, Administração pública Abstract The scope of this study was to discuss the administrative sustainability of Brazil's Vocational Health Schools (ETSUS) based on the principle of teaching and service integration, which brings a new dimension to healthcare work as yet unregulated by Brazilian public administration. It was a qualitative study using case study methodology. The research involved a semi-structured questionnaire given to ETSUS managers addressing institutional, administrative, and work management aspects. The sample was composed of 6 ETSUS that belong to the Network of Vocational Health Schools (RET-SUS). The ETSUS showed centralized planning and management, and decentralized implementation of their core activities. The majority did not have administrative autonomy and relied heavily on funding from the federal government. According to ET-SUS managers, the lack of regulation of teaching activities by civil servants weakens the management of ETSUS. The ETSUS have managerial problems related to teaching-service integration, which has to be regulated in order to guarantee the sustainability of these schools and avoid conflicts with Brazilian legislation.

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

“…This choice is justified because of their relevant functions in the action proposals inherent in health education in the ETSUSs, articulating continuing education strategies for teachers and students and conducting changes. 1 The RETSUS consists of 36 technical schools and human resource training centers of the SUS existing all over Brazil, These public institutions are primarily and mainly focused on the training of secondary-level professionals already active in the SUS. Thirty-three of these schools are state schools, two municipal and one federal.…”

“…The methodological characteristics of these schools attempt to adapt the curricula to the regional context and promote the integration teaching/service, guided by the principles and guidelines of the SUS. 1 To date, 36 schools have been constituted across the Brazilian territory, which make up the Network of Technical Schools of the SUS (RETSUS), established by Decree 2.970 on November 25 th 2009. 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. In this reality, beyond the teachers committed to teaching, the role and importance of the coordinators at these schools should be considered, not only regarding their understanding of teaching or the guidelines proposed by ETSUS, but also regarding the operation of these premises and the schools' daily practice, functioning and relations with students and teachers.…”

Conception of the Right to Health of Mid-Level Technical Professionals of Unified Health System In Brazil

“…At present there are 40 Technical Schools of SUS/ Training Centers, covering the entire national territory, distributed as follows: North region -5 schools and 2 training centers; In the west center, are 3 and 1, respectively; Northeast has 8 schools and 4 training centers; West center are 6 schools, 6 traning centers and 1 core training; In turn, the south region has 3 schools and 1 training center 49 .…”

Analysis of Service-learning activities adopted in health courses of Federal University of Bahia

“…It is therefore one of the axes that seeks to solidify the curricular proposal through various actions in the teaching-service interface (6) . Its regulation has been addressed by the World Health Organization (WHO), regarding innovative actions in training human resources for health, in order to promote favorable conditions for the qualification of current and future health teams (7) . Therefore, the following are considered activities promoting teaching-service integration: supervised practice internship, Work Educational Program for Health (PET--Health), National Reorientation Program for Professional Training in Health (Pro-Health) and extension programs (4,(8)(9)(10)(11)(12) .…”