O cuidado na formação dos técnicos de enfermagem: análise dos projetos políticos pedagógicos Care in the training of nursing technicians: an analysis of political pedagogical projects

Abstract

Objetivo: Analisar os Projetos Políticos Pedagógicos (PPP) que norteiam a formação de técnicos de enfermagem, indagando as dimensões do cuidado na prática educativa relacionadas às abordagens interacionais, cognitivas, emocionais, físicas e sexuais, inerentes ao trabalho de cuidar em saúde. Método: Para análise dos dados, utilizou-se de documentos desenvolvidos pelas escolas técnicas de enfermagem que possuíam o PPP. Enviou-se uma carta solicitando o acesso aos documentos para doze escolas, das quais, quatro nos forneceram. Resultados: Os PPP não corroboram com a dimensão ampliada do cuidado; possuem como foco principal o ensino e a prática de técnicas centradas do modelo biomédico, ou seja, na dimensão cognitiva. Pouco abordam a dimensão sexual, interacional e emocional no trabalho de cuidar. Conclusão: É necessário maior debate dos docentes que pensam e fazem a formação para que a dimensão ampla do cuidar possa ser apreendida e contextualizada pelos técnicos (as) em enfermagem.

Permanent health education in a nursing technician course

“…Historically, the political and pedagogical planning of STVNE has adopted a commercial outlook, setting objectives from a biologistic, medicalizing, procedure-centered approach. Qualification is structured through fragmented courses in which knowledge of basic and clinical areas are dissociated, with a predominance of learning opportunities in the hospital environment (4,16) . However, accounting for integral training is presupposing that pedagogical planning is an intentional action which is collectively defined by teachers, management, and student representatives, articulated to a sociopolitical commitment to the actual interests of most of the population.…”

“…This training democratically problematizes new forms of care and management, questioning traditional work models which segment care practices (4,18,21) . Therefore, a restructuration of the teaching institution, with a PPP contemplating this need through a critical and reflective methodology, and educators who are pedagogically prepared for this objective do not suffice (16) . The indispensable condition of pedagogical planning articulated with the health institution from the principles of PNEPS is thus demonstrated.…”

“…Studies show that professionals and health units are unprepared to receive and welcome students from the perspective of PHE, either due to structural problems or lack of interest or financial, scientific, or cultural incentive by teaching institutions, complicating this integration (1,16) . The results of this study point out that unsystematized pedagogical welcoming, which depends on the individual conscience of each professional of the health team, compromises the ethical and political work process of health units employing integral care.…”

“…However, students are often left to their own devices or are received with disdain and even sarcasm towards well-founded and safe care, as when a student requested that a child be helped with vomiting, which was neglected, as reported. Surprisingly, they registered a warm reception by medical professionals since these students are frequently invisible in the health context (16) .…”

“…On the other hand, this study's participants report situations of rejection and despise by the nursing team, with attitudes deemed to be disrespectful and to compromise care. This fact is possibly related to the team's perception that student training is not their job and may often overload their routine (3,5,16,20) . The absence of reflection about these questions may limit the apprehension of new meanings to health actions for individual and collective life, inserted in a health model focused on social needs.…”