Integrated residencies in mental health: beyond technicism

• Autor(a) principal: Lima, Isabella Cristina Barral Faria
• Data de Publicação: 2022
• Outros Autores: Passos, Izabel Christina Friche
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Trabalho, Educação e Saúde (Online)
• Texto Completo: https://www.tes.epsjv.fiocruz.br/index.php/tes/article/view/903
• topic: Educação interprofissional; Residência em saúde; Saúde mental; Atenção psicossocial; interprofessional education; residency in health; mental health; psychosocial care; educación interprofesional; residencia en salud; salud mental; atención psicosocial

The present study had the goal of analyzing, based on the discussions about interprofessional education and collaborative practices in the contextof the psychiatric reform, the political-pedagogical project of an integrated residency in mental health program taking place in the city of Belo Horizonte,in the state of Minas Gerais, Brazil. Through a qualitative approach, we performed the analysis of the thematic content of the political-pedagogical projectof the program, which resulted in three broad themes: theoretical-pedagogical perspective; diversification of the care strategies; multiprofessional work in the interdisciplinary logic. The information found was complemented and delved into with the performance of semistructured interviews with the actors involved in the tutorship and coordination of the program. Among the findings, we highlight the potential of the program to strengthen the process of deinstitutionalization and of qualification of the mental health public policy, by enabling a joint learning among residents of different areas and workers at the services involved. Through the creation of the necessary competences for the development of a work that is collective and committed to the comprehensiveness of the care in health, the program emphasizes the need for interprofessionality and collaborative practices, going beyond technicism. The choice of the psychosocial care network as a privilege space for teaching-learning processes, without using the psychiatric hospital, questions thestagnant training practices and enables the expansion of forms of care.