Práticas educativas na atenção básica: um estudo de caso sobre métodos de ensino

• Ano de defesa: 2011
• Autor(a) principal: Luanna Kelen Godinho
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; UFMG
• Palavras-chave em Português: Centros de Saúde; Estudos de Casos; Conhecimento; Educação em Saúde; Atenção Primária à Saúde; Humanos DECS; Enfermagem; Pesquisa Qualitativa; Educação em Saúde/métodos
• Link de acesso: http://hdl.handle.net/1843/GCPA-8RJEFN

Introduction: The reorientation of care model, from the Primary Care was established by theMinistry of Health (MH), seeking a break from the curative model of care. In pursuit ofbuilding a new paradigm of social production of health, called the commitment to promotinghealth and quality of life, with the primary device health education. MH recommends thedevelopment of health education in a dialogical perspective, empowering, participatory andcreative, with a view to contributing to the promotion of the autonomy of users. It is found inthe literature that emphasize the importance of educational processes as proposed by theMH. There is, however, that these studies the emphasis is on results, the process sidelined.Hence the need in the field of health education to give greater visibility and intelligibility to theway the practices have been developed, how the principles of MH has been (re) meaningsand targeted by health professionals in the concrete. Objective: To assess the educationalmethods that underlie educational practices developed in groups at Basic Health Units (BHU)Methodology: This is a case study conducted in three BHU. For data collection wereused several sources of evidence, triangulating techniques - participant observation andphotographic field diary, interviews with professionals and documentary analysis. Data wereanalyzed using as reference the Content Analysis. Results: The analysis was obtainedrepresenting three categories of educational methods. The first relates to the direct methodbased on an approach of heteroestruturação of knowledge, the second method based onnon-directive approach autoestruturação and the third relates to the method based on anapproach of relational interestruturação. Methods of analysis of four key issues emergedobserved. The first refers to the occurrence within the educational practices in two differentways to mediate the relationship between subject and object. The second concerns theexistence of a tension between two kinds of knowledge, knowledge-regulation andknowledge-emancipation. The third relates to the wasteful practices and experience duringthe quarter, the prevalence of experiences that tend not to favor the formation of democraticsubjectivity and nonconformists. Conclusion: It appears that the educational practices inhealth are not truly committed to the principles proposed by MS, which covers both thetheoretical understanding and in making concrete practical professionals. This statement isjustified, because in practice observed, the predominant way of mediating the subject-objectrelationship is not conducive to dialogue. Moreover, even the practices that led to thedialogue, there were marked by a clear policy intention of promoting the production ofautonomous subjectivities capable of transforming their realities. An education for thepurposes of the MS can not ignore the dialogic methods, rooted in subjectivity primarily forthe purpose of developing the autonomy of the subject. It is understood that this is the moredeliberate process, the more it increases the possibility of reach.