Percepções da integração ensino-serviço-comunidade: contribuições para a formação e o cuidado integral em saúde

Abstract

O presente estudo objetiva conhecer a percepção dos sujeitos no processo de ensino-aprendizagem-cuidado no Sistema Único de Saúde (SUS), com base no perfil profissional e nas competências e habilidades recomendadas nas Diretrizes Curriculares Nacionais (DCNs) dos cursos de graduação da saúde. Trata-se de pesquisa qualitativa realizada por meio de técnicas de entrevista não diretiva e grupos focais, envolvendo 42 participantes, sendo: professores, estudantes e gestores das instituições de ensino além de usuários, profissionais e gestores da Secretaria Municipal de Promoção de Saúde (SEMUS). A percepção dos diferentes sujeitos que produzem e vivenciam a integração ensino-serviço-comunidade (IESC) revela afinidade com o perfil profissional e com as competências e habilidades comuns recomendadas nas DCNs dos cursos de graduação da área da saúde. A IESC é compreendida como espaço necessário para a efetivação das DCNs e para se alcançar o perfil profissional proposto.

Integração ensino-serviço-comunidade em Odontologia: um estudo cultural

“…To Williams 24 , culture produces reality as the subjects involved in this movement of education, training and health interact, converse, do, plan, articulate and produce significant practices in a visited territory, which is never merely a health territory 12,13,21,25 .…”

“…Knowledge production in the integrative experience is neither a neutral cultural field nor a consensually pacific field. It requires an intention that is mainly political and ethical, an activism 12,27,28 committed to the defense of life, of health, of the SUS and of citizenship. TSCI enables that an entire theoretical-practical corpus is tested, from the reading of official documents (DCN, Organic Health Laws and National Health Policies 9,12,13 ) to the immersion in the working process of the Family Health Strategy, passing by the community 'experiment' of territorial wanderings, home visits and plural forms (experienced, (re)invented and (re)signified) of healthcare 3,25 .…”

“…Everyone gets out of their box with one single objective: the user. (Health professional) TSCI, by offering support to transformations in the field of education, care production and strengthening of the SUS [11][12][13][28][29][30][31] , breaks with crystallized cultural representations that consolidate stereotypes, impoverishing the understanding of the set of experiential possibilities contained in the cultural arrangements 2,[25][26][27] of internships in health services and territories. According to the interviewees, involucres are broken when knowledges, skills and attitudes are modified and when social images are (re)signified.…”

“…The Brazilian Constitution of 1988, in its article 200, item III, highlights health as a right of all and a duty of the State, and the SUS' organizing role in the education of human resources in the health sector 9 . The publication of the National Curricular Guidelines (DCN), in 2002 10 , and of different interministerial reorientation policies in the fields of education and health in the subsequent years, induced reformulation processes of pedagogical projects and curricula of the health courses 11,12 . All the legal frameworks had, as an image-objective in Dentistry, an education that problematizes the oral health conditions of the Brazilian population, the national, regional and local organizational arrangement of the public oral health systems, and the education of humanistic and critical-reflective dental surgeons 10 .…”

“…The formulation and implementation of teaching-service-community integration (TSCI), through articulation efforts between the health system and the higher education system, are materialized in the inclusion of students and teachers in the healthcare networks under development in Brazil, with interesting experiences discussed both in the national [11][12][13] and international [14][15][16][17] spheres. This two-way regulation (education-health) also implies the development of curricular components, research and extension projects, and the amplified and diversified education of students, with all the complexities involved, inclusively in the field of the established narrative and cultural disputes 12,13 .…”