PET-Saúde/Interprofissionalidade: uma análise sobre o estado do Rio de Janeiro

• Autor(a) principal: Souza, Rachel Brinco de
• Data de Publicação: 2021
• Outros Autores: [e-mail]
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/17527
• topic: Education; Health Personnel; Students; Education, Continuing; Educação; Pessoal de saúde; Estudantes; Educação continuada; Serviços de saúde; CIENCIAS DA SAUDE::SAUDE COLETIVA

The Education through Work for Health Program (PET-Saúde) aims to reorient professional training in health based on the inclusion of students in health services. Thinking about teamwork, the role of members in the construction of the program's activities and the expansion of a critical view of the social reality and health work is exciting both from the point of view of training and qualification of the health system. This study aimed to analyze the development of the PET-Saúde/Interprofessionality edition from the perspective of theoretical-methodological elements of interprofessional education (IPE) and collaborative practices. This is a qualitative, descriptive and exploratory case study, developed in the state of Rio de Janeiro, whose data were collected in 2020, through open interviews with 32 members of the program. The interviews were recorded, transcribed and treated by content analysis. It was found that the edition triggered assertive experiences from the application of IPE assumptions and collaborative practices, resulting in the induction of curricular reforms and the creation of interprofessional subjects; however, it still does not represent a policy incorporated by educational institutions, whose impasses for its solidification persist. For those interviewed, different barriers hindered the development of projects under the foundation of the IPE: professional barriers, whose central element is the fragmented training model, based on professional silos; cultural barriers, expressed by resistance to change and by the teaching versus service dichotomy; political barriers, which are related to the lack of institutional support processes that strengthen the sense of co-responsibility of education and service with changes; and structural barriers, reflected in the incompatibility of timetables for different courses and turnover of managers and professionals in the service. Besides, due to the pandemic, the actors needed to replan the planned actions and adapt to the use of digital technologies. They were able to intensify intragroup activities through virtual meetings, support the health departments through telemonitoring activities, and develop health education through social media. The PET-Saúde/Interprofessionality corresponds to an innovative educational practice that meets the main objective of the EIP and which took the form of a qualitative leap by promoting the incorporation of collaborative skills and competences in health education. The barriers highlighted explicitly reflect the historical-political context that founded the power relations between teaching and service and between education and work; and that the desired transformations require institutional and political support and a sense of co-responsibility from all actors in the SUS structuring quadrilateral. PET-Saúde is certainly a powerful strategy to incite new dialogic and integration movements between institutions, between disciplines and professions, between theory and practice and, most importantly, between different actors, who daily produce care and without which they do not no change possible.