A formação para educação permanente em saúde no ensino de graduação

• Autor(a) principal: Lima, Luciana Portes de Souza
• Data de Publicação: 2014
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFMT
• Texto Completo: http://ri.ufmt.br/handle/1/370
• topic: Educação continuada; Educação superior; Educação em saúde; CNPQ::CIENCIAS DA SAUDE::ENFERMAGEM; Continuing education; Higher education; Health education

This study aimed to examine how undergraduate health curses - Medicine, Nursing, Nutrition and Psychology of a public university in the Midwest region promote the development of skills for Permanente Education in Health in undergraduates. Descriptive and exploratory study, in a qualitative approach. The research site was the headquarters of courses in Medicine, Nursing, Nutrition and Psychology, Federal University of Mato Grosso - Cuiabá campus. The data were derived from two sources, namely the Political Pedagogical Project of course - PPP - of those colleges and interviews with the course coordinators of the above ranks. Thus, we use two techniques of data collection: 1) documentary analysis of travel plans and 2) semi-structured interviews with coordinators of the courses. Approved under number 610 301 / CEP-HUJM / 2014 For data analysis, we propose to look at our object, namely: The development of competence for Continuing Education in Health, through the lens of complexity morinina, considering that the method / way and the paradigm are inseparable. Thus, we propose to trace the path of this work while walking, like advised by Edgard Morin, the main thinker of complexity theory. First weave the Moriniana complexity to the bases of Continuing Education in Health in order to establish clear approach both referential subsequently analyze the data in light of this fabric. The results are presented and discussed three core meanings, namely: 1) PERCEPTIONS ABOUT COMPETENCE FOR PERMANENT EDUCATION IN HEALTH, which was subdivided into two subnucleus: „The Permanente Education in Health-EPS', which addresses the perceptions on EPS, and 'The composition of competence for Permanente Education in Health', in which, the results focus on the constituent elements of competence to act in terms of EPS. The second core sense, GRADUATION AND THE COMPETENCE FOR PERMANENT EDUCATION IN HEALTH, was also addressed in three subnucleus. The first was entitled 'The (Un) Prediction of Permanente Education in Health in Political Pedagogical Project‟, in which we approach the training would consist of activities planned by the PPP but also by other unplanned experiences, but equally important. In the second, 'The Permanent Education in Health as a term and as principle', we argue that, as the term is treated differently from the principles that comprise it. In the third we present the 'Difficulties and facilities of Everyday Teaching for the Development of Competence for EPS'. Finally, our last core sense emerged empirically, was titled: The PET-HEALTH AS FORMING STRATEGY FOR PERMANENT EDUCATION IN HEALTH, with three subnucleus of meaning, namely: 'The common principles between PET and Health Education permanent Health, 'in which we draw attention to theoretical and methodological similarities between the EPS and PET-health,' health PET as main coordinator between the curses of health ', we treat the multi / disciplinary actions promoted by the program; and 'The potential of PET Health to modify institutional issues', in which we bring the vision of the participants on the educational institution and the experiences of PET- Health.