Política de Educação Permanente em Saúde: análise de sua implementação

Moraes, Katerine Gonçalves; Dytz, Jane Lynn Garrison

doi:10.7322/abcshs.v40i3.806

Cited by 10 publications

(11 citation statements)

References 5 publications

(8 reference statements)

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“…The context and application of permanent education in health services have been recorded in publications 12,18,24,26,27,31,34,36,39,42,45,46,48,50,51,53,54,[56][57][58][59][60][61][62][63]64 that dealt with the relationship between the educational process, health practices and aspects associated with management, planning and assessment of permanent education. The relationship between permanent education and management stood out, indicating the need for managers to show better understanding and commitment.…”

Section: 2mentioning

confidence: 99%

“…12,60 More recent studies have revealed challenges for the "Política Nacional de Educação Permanente" (PNEPS -Brazilian Policy on Permanent education) in Brazil, such as the existence of a centralized management model on several levels and sectors. [61][62][63] This includes a low level of participation of other civil society sectors, in addition to obstacles to funding, due to bureaucratic issues and loss of value of spaces for policies to be executed. For this reason, despite the persuasion of the PNEPS, it has not sufficiently contributed to the effective group construction of knowledge and transformation of the health care model, considering each reality and their unique constructions.…”

Section: 2mentioning

confidence: 99%

“…For this reason, despite the persuasion of the PNEPS, it has not sufficiently contributed to the effective group construction of knowledge and transformation of the health care model, considering each reality and their unique constructions. 61,62,64 Thus, the concept of permanent education in the PNEPS surpasses the educational meaning, as it seeks to respond to a process of restructuring of services, based on the new health care model demands. However, unlike a tool for transformation, permanent health education has exclusively been an educational novelty or an ideology that appeals to health services without actually transforming the SUS health care model.…”

Section: 2mentioning

confidence: 99%

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Permanent professional education in healthcare services

2017

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Objective: To analyze the literature on permanent education, identifying the conceptual evolution and its application in health services in Brazil. Method: An integrative review of the literature was performed. A total of 54 studies written in English, Portuguese and Spanish, published from January 1970 to May 2016 from the databases of the Virtual Health Library, were included. Results:Conceptual problematization was highlighted as a contribution to educational actions, indicating a conceptual development of permanent education in Brazil. However, permanent education actions sometimes occur independently from the work process.There are difficulties in understanding and application, with repercussions for health services, revealing that professionals' and managers' commitment is a challenge. Implications for practice: Continuing education is a field that lacks investments for the transformation of reality in the health service routine in Brazil. resumen Objetivo: Analizar la literatura sobre la Educación Continua, identificando la evolución conceptual y su aplicación en los servicios de salud en Brasil. Método: Revisión integrativa de la literatura. Se incluyeron 54 estudios en inglés, portugués y español, desde enero de 1970 hasta mayo de 2016, a partir de las bases de la Biblioteca Virtual de Salud. Resultados: Se destacó la concepción problematizada como contribución a la educación, lo que indica avance conceptual en la educación continua en Brasil. Sin embargo, las acciones de educación permanente, por veces, suceden desconectadas del proceso de trabajo. Existen dificultades en la comprensión y aplicación, con repercusiones en los servicios de salud, revelándose como un reto el compromiso de los profesionales y directivos. Implicaciones para la práctica: La educación continua es un campo que necesita más inversión para la transformación de la realidad en la vida cotidiana de los servicios de salud en Brasil. Palabras clave:

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Section: 2mentioning

confidence: 99%

Section: 2mentioning

confidence: 99%

Section: 2mentioning

confidence: 99%

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Permanent professional education in healthcare services

2017

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“…In educational activities concerning the EPS, the key differentiator is the insertion of the workers and users as protagonists, in addition to social control. The educational proposals matching the EPS are, therefore, designed and developed from the needs highlighted in the work process and the use of different educational precepts, especially, significant learning (4) . In PNEPS, meaningful learning is a widespread educational precept that proposes a more active role in the educational process and valuation of previous experiences to the student (5) .…”

Section: Introductionmentioning

confidence: 99%

Educação permanente em saúde na atenção básica: percepção dos gestores municipais de saúde

Silva

Soder

Petry

et al. 2017

Rev. Gaúcha Enferm.

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Objectives:To know the health education strategies advocated and developed for workers of primary care, in the view of managers. Method: The study is characterized as a qualitative, descriptive and exploratory research. A semistructured interview was used to collect data. The sample population was chosen intentionally, with an audience of 26 municipal health managers ascribed to a regional health coordination office, located in the north/northwest of the Rio Grande do Sul State. Results:The thematic analysis allowed the construction of two empirical categories: educational strategies, compartmentalized, discontinuous and with technicist bases; and the insipience/absence of educational proposals. Final considerations:The results show a reality that needs to be transformed by all people involved in health work process: teachers and students, users, members of health councils, workers and managers. Realistically, there is a quest for change in services, to qualify the comprehensiveness of health care.Keywords: Health management. Health education. Public health. Primary Health Care. RESUMO Objetivos: Conhecer as estratégias de educação em saúde preconizadas e desenvolvidas aos trabalhadores da atenção básica pelosgestores.Método: O estudo está caracterizado como uma pesquisa qualitativa, descritiva e exploratória. Para a coleta de dados, utilizou-se a entrevista semiestruturada. A população amostral foi escolhida de forma intencional, tendo como público-alvo 26 gestores municipais de saúde adscritos a uma coordenadoria regional de saúde, localizada no norte/noroeste do Estado do Rio Grande do Sul. Resultados:A análise temática permitiu a construção de duas categorias empíricas: estratégias educativas, compartimentadas, descontínuas e de bases tecnicistas; e a incipiência/ausência de propostas educativas. Considerações finais:Os resultados demonstram uma realidade que precisa ser transformada por todas as pessoas envolvidas no processo de trabalho em saúde: docentes e discentes, usuários, membros dos conselhos de saúde, trabalhadores e gestores. Realisticamente, buscam-se transformações nos serviços para que se qualifique a integralidade da atenção em saúde. Palavras-chave:Gestão em saúde. Educação em saúde. Saúde pública. Atenção primária à saúde. RESUMEN Objetivos: Conocer, desde de la perspectiva de los gestores, las estrategias de educación para la salud que son promovidas y desarrolladas para los trabajadores de atención primaria.Método: El estudio se caracteriza como una investigación cualitativa, descriptiva, exploratoria. Para la recolección de datos se utilizó una entrevista semiestructurada. La población de la muestra se eligió intencional, dirigida a 26 gestores municipales de salud de una coordinación regional de salud, localizada al norte/noroeste del estado de Rio Grande do Sul.Resultados: El análisis temático permitió la construcción de dos categorías empíricas: las estrategias educativas discontinuas, compartimentadas; y escasez o ausencia de propuestas educativas. Conclusión:Los resultados m...

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“…Na lógica da aprendizagem-trabalho, a EP deve acontecer a partir de problemas enfrentados na realidade e levar em consideração as vivências dos profissionais no seu cotidiano, pautadas nas necessidades de saúde das pessoas e da comunidade, nas relações de trabalho, nos problemas e desafios. Tem como foco principal a transformação dos processos de cuidado, a partir da compreensão da grande complexidade dos problemas que perpassam por esses serviços (MORAES;DYTZ, 2015). Na estratégia da EPS, o desafio é a transformação do caráter puramente pedagógico no aspecto educacional deste dispositivo como ferramenta, para colocála como centro de uma proposta de mudanças de práticas cotidianas de trabalho no próprio espaço de trabalho.…”

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

Mielo¹

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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.

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Política de Educação Permanente em Saúde: análise de sua implementação

Cited by 10 publications

References 5 publications

Permanent professional education in healthcare services

Permanent professional education in healthcare services

Educação permanente em saúde na atenção básica: percepção dos gestores municipais de saúde

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

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