Vivendo e aprendendo : a experiência do PET-Saúde Redes de Atenção Psicossocial

• Ano de defesa: 2016
• Autor(a) principal: Ornelas, Jullyanne Heringer Cordeiro
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Mestrado em Saúde Coletiva; Centro de Ciências da Saúde; UFES; Programa de Pós-Graduação em Saúde Coletiva
• Palavras-chave em Português: Teaching; Health services; Human resources training; Continuing education in health; Teaching care integration; Desenvolvimento de pessoal; Educação em saúde; Serviços de integração docente-assistencial; Formação de recursos humanos; Educação permanente em saúde; Ensino; Serviços de saúde; Pessoal - Treinamento; Saúde - Pesquisa e ensino; Saúde Coletiva; 61
• Link de acesso: http://repositorio.ufes.br/handle/10/10102

This study has as its theme the integration between teaching and service in health area, with focus on participation of the students of health courses involved in the Program of Education forWorkfor Health Care Psychosocial Networks. This research is based on qualitative approach and its data were produced from two sources of information: individual interviews with eight students and field diaries produced by seven students. Data analysis was based on the assumptions of the Thematic Content Analysis proposed by Bardin (2004), that guided the relations between the theoretical contextualization of the study and the emerging units of the material produced, and, still, the relations between the emerging units and the research goals, which emerged three analysis categories: what the students did, the main difficulties experienced by the students, the reflections produced and the experienced feelings. Analysis revealed that the inclusion of the students in the routine of health services enabled, mainly, the incorporation of comprehensiveness to the teaching-learning process. It also showed that the difficulties experienced by students throughout their performances in the Program, marked considerably their experiences, so that the main theoretical reflections reported to those difficulties. About the feelings and emotions experienced, we verified that these emerged in the material in many different ways and intensities, and were awakened, specially by encounters with the unknown, different and distant. Finally, we found that the experiences of the students reverberated positively in their professional and personal formation processes.