Proposta teórico-metodológica para formação de facilitadores de educação permanente em saúde: estudo convergente assistencial

• Ano de defesa: 2024
• Autor(a) principal: Donaduzzi, Daiany Saldanha da Silveira
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; Brasil; Enfermagem; UFSM; Programa de Pós-Graduação em Enfermagem; Centro de Ciências da Saúde
• Palavras-chave em Português: Enfermagem; Atenção primária à saúde; Educação permanente; Gestão em saúde; Pesquisa participativa; Nursing; Primary health care; Continuing education; Health management; Participatory research; CNPQ::CIENCIAS DA SAUDE::ENFERMAGEM
• Link de acesso: http://repositorio.ufsm.br/handle/1/33500

Permanent Health Education (EPS) is a powerful management device that can be disseminated and consolidated as a local public policy by means of workers who, qualified through a process of training facilitators that is formatted in a participatory manner and supported by theoretical, methodological and contextual aspects of EPS, respond to the need to reconstruct the learning processes at work in PHC, extending them to all the subjects involved in the management and production of care. The object of the study was EPS in PHC in the municipality of Santa Maria/RS. The general objective of the study was to build a theoretical-methodological proposal together with the health workers of the PHC Working Group (GT-APS) to train EPS facilitators to work in PHC in the municipality of Santa Maria/RS. This was a qualitative, participatory study, based on the methodological framework of Convergent Care Research. The participants were 19 workers who are members of the GT-APS, which is a co-management group made up of workers from various professional categories linked to PHC care or management. Data was collected through semi-structured interviews in February 2023 and two Convergence Groups (CG) that took place in July 2023 in Santa Maria, RS, Brazil. The CGs were planned and developed using the problematization methodology as a reference, and the meetings were conducted using the Maguerez Arc method. Thematic content analysis was applied to the corpus of data from the interviews and the CGs. The four analysis processes indicated for PCA were followed: apprehension, synthesis, theorization and transfer. The ethical precepts established by resolutions 466/2012 and 510/2016 of the National Health Council were complied with. Results: The themes originated in the research dealt with the conceptual distortions about EPS and their implication in the methodology to be applied in PHC practice, about the potentialities and weaknesses of EPS and the tools that workers use to promote EPS practices. It also addresses the changes needed to strengthen the practice of EPS in PHC, including training EPS facilitators through problematizing learning strategies that promote the acquisition and development of skills to work with PHC teams. The main point of convergence in this study was through the application of the Maguerez Arc in the CGs, in which the workers, when exercising praxis, listed the main problem regarding CHE and the hypotheses for a solution to intervene in reality. It was found that the construction of a course for EPS facilitators to work in PHC, based on the learning needs of the workers, enhances the capacity for analysis, provides an opportunity to reflect on the concreteness of practice and encourages transformative actions to produce knowledge in favor of quality care. The conclusion is that the theoretical-methodological contributions of the PCA and the training course for EPS facilitators were innovative and appropriate, so as to provoke workers to develop a higher-order, conscious, reflective and intentionally transformative praxis