Educação permanente na academia como estratégia de formação docente: perspectivas de docentes e preceptores

Abstract

The need of the formation of a professor to work in college is intensified through the promulgation of LDB 9394/96 and the Nacional Curricular Guidelines, being a a worry for the national and international scenario. This investigation has the goal to analyse, through professors and preceptors in the Nursing and Medicine course in Famema, the perspectives in the Permanent Education in the Academy (PEA) as a strategy to in the formation of the professor in SUS. It's about a descriptive qualitative nature research, like case study, applied in an institution in São Paulo State, that offers the courses of Nursing and Medicine. A semi-structed interview with 26 professors and preceptors in many different formations in the Health care system was done. The analyses of the data was fundamented in the analyses of the content proposed by Bardin (2011). It was configured the followed categories: PEA as a formation environment; PEA as a group process; PEA as management instrument and PEA and the integration teaching-work. Developed since 2003, the PEA is configured as a great space in the formation of a professor in Health courses through the reflection of the pedagogical practice developed with the students. It's developed by a operative group in the Pichon-Rivièri benchmark in synthon with the methodology of the problematization in the Paulo Freire's proposal. There is a resistance in the participation of some professor, which is inherent to the group process. The facilitators in the PEA process need to qualify in the aspects that relate to the group development and the proposed curriculum. It's a institutionalized space known by many teachers, in which, the exchange of experience is vary valuable, although, it is needed the appropriate theoric fundamention to enable consistent qualitative jumps to the professor's formation in the Health education system. Count on the participation of the representatives of the service that compound the scenario of basic attention education, fortifying the integration in teaching-work, providing an space to the collective formation. The management doesn't explore enough the PEA as a managing tool to necessary changes in the formation and in services. It's seized the need to, collective and institutionally, be carried out the questioning of the PEA development, in conceptions and practical terms, in a direction of the effective support to the care transformation and health managing, through problematizatorsocial-committed process in the formation of the professor.