Diálogos com a educação física na estratégia saúde da família: expectativas e realidade?

• Ano de defesa: 2018
• Autor(a) principal: Lopes, Carlos Eduardo Tabosa
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Palavras-chave em Português: Educação física; Estratégia Saúde da Família; Educação continuada; Filosofia; Teoria crítica
• Link de acesso: http://www.repositorio.ufc.br/handle/riufc/54999

The present dissertation is carried out as an initiation of studies, development of questions and propositions regarding themes pertinent to the Physical Education and Collective Health interface, since it is a subject that contains gaps not yet investigated in depth, in the Family Health Strategy(FHS), in the state of Ceará. Its importance is amplified by the fact that in this state there are pioneering initiatives incorporating professionals from the Physical Education category into their multi-professional framework. Thus, the research was developed through a qualitative methodology, having as a locus a city in the interior of the state of Ceará and as subjects the professionals who graduated from Physical Education (PE) courses and work in Family Health Support Centers (FHSC), Multi- professional Residency in Family Health, Multi-professional Residency in Mental Health, as well as professionals incorporated into the health system in teaching or management functions. The framework used was the Critical Social Theory, seeking to reveal the meanings of the knowledge and practices produced in the Family Health Strategy (FHS), as well as its reflections in professional intervention, in their world perspective and in the perception of their social role. It was methodologically constituted through participant- critical collaborative research, in which the subjects contribute directly to the object, being implemented through a focus group and in-depth interviews. The collected data had an analysis guided by the immanent critique (ADORNO, 1998), in which one seeks to understand from what was said, the unsaid and its meanings and, based on the contradictions perceived in the discourses of the subjects. In order to confirm or refute the hypothesis that FHS, as a marker of health formations, can generate significant transformations in the perceptions of Physical Education Professionals, influencing their intervention from the tensioning and subsequent requalification, both in understanding their social role and their political action, and that the (FE) meeting with the (FHS) favor the construction of numerous knowledge, understanding that this is a professional educator and that, in the field of collective health, finds a singular possibility for reconstructions in their practices, reverberating therefore, in their self-perception and performance. In this sense, important references were found in the subjects' speeches, as well as in the bibliography, which reinforce the arguments favorable to the hypothesis raised and add that the theoretical-methodological framework that anchors the interventions of the Physical Education professionals in health are, in part, guided by popular ideas and, in part, point to criticism. Their knowledge and doings, lubricated by light technologies, present themselves in a human way and overcome the action based on the biomedical perspective learned in the universities, in the case of the bachelors, as well as the pedagogic actions, in the case of the graduates, demonstrating that the ESF is a space potentially transforming, since it offers a range of fruitful strategies for self- evaluation and self-improvement of the knowledge and practices in the field of health, highlighting the acquisition and strengthening of light technologies in their practices , a fundamental component for the practices of collective health . These practices are marked by the link established between professionals and users of the health system, based on the experience of the body in its multiple possibilities and vicissitudes, marked by memories, stories, senses and desires that are present in the body practices groups and express their power to exist in the pleasure of living and being in the spaces of life, outside the place of illness, in deep immersion in the spaces of the community, where experiences are facilitated by Physical Education professionals, thus configuring live work in act, incorporated in the knowledge and practices of Physical Education in Health.