Formação de Enfermeiros na perspectiva da Reforma Psiquiátrica

Abstract

This study is the result of research conducted by senior students of the Nursing Course on the conceptions of the mental health/disease process in the perspective of the Psychiatric Reform proposed countrywide. It was based on the theoretical-methodological system of the Historical and Dialectical Materialism and it has Work as its category of analysis. The empirical material was analyzed through the Speech Analysis technique. The themes gathered from the speeches converged into the formation of an empirical category that refers to the reproduction of the knowledge of traditional psychiatry in the teaching of Nursing, indicating a professional education based on that conservative social position.

Ensino da enfermagem psiquiátrica/saúde mental: sua interface com a Reforma Psiquiátrica e diretrizes curriculares nacionais

“…This study involves human subjects neither directly nor indirectly, neither fully nor partially. The development is supported by a theoretical proposition, essentially but not exclusively based on studies about the Psychiatric Reform (7,10) , the National Curricular Guidelines for Nursing Courses (2)(3)(4)(5) , Education in Mental Health and Psychiatric Nursing (8)(9)(10)(11)(12)(13) and Contemporaneous Education (14)(15)(16)(17) . These studies have multiple subjects, with different knowledge, interests and perspectives that contribute to the comprehension of the study object.…”

“…In MH/PN teaching, these changes indicate the need to educate professionals who are able to act with a sense of social responsibility and commitment to the citizenship of people in mental suffering, based on the principles of the Health Reform, the SUS and, more specifically, the PR (8,(10)(11)(13)(14) .…”

“…A policy of transformation of knowledge and practices regarding insanity, involving actions to deinstitutionalize insanity, considering the economic, social and cultural matters involved in this process. A policy that brings new ways of seeing and handling insanity, involving matters not only associated to deinstitutionalization, but also to technical, administrative, legal and, fundamentally, ethical matters (9)(10)13) In the reordination of the national mental health care model, the PCC, in substitution of psychiatric hospitals, makes the PR concrete, characterized as spaces to exercise ethics, solidarity, comprehension, reception and coexistence with the differences, unpredictability and history of each subject. They are spaces that express ways to provide mental health care without characteristics of confinement or institutionalization; aim at the approach or resocialization of people with mental and behavioral disorders with the community; work with people's life situation in their social-family context; develop therapeutic actions with solidarity, affection and respect, instead of isolation and exclusion (7,10,13) .…”

“…Therefore, it indicates the need for insertion in spaces for psychosocial care delivery to people with mental disorders, centering MH/PN education on a continuous approach of the teaching world with the working world, involving attitudes of co-responsibility, the establishment of partnerships and cooperation, a horizontal and plural relation among the subjects of the educational process. These approaches are presented in the perspective of effective articulation that contributes not only to professional education, but also to changes in the production of mental health care services for the population (8,10,13) .…”

“…In several courses, a focus on the clinical model is also observed, in which the disease is still exclusively visualized as a set of symptoms that require interventions so as to achieve a state of mental balance. The prevailing teaching system is based on conservative pedagogical processes, aimed at the principles of asylum psychiatry (10) .…”