Educação à distãncia como ferramenta de promoção das atividades de alimentação e nutrição na Atenção Primária à Saúde: um estudo de caso

• Autor(a) principal: Russo, Natália Conteçote [UNESP]
• Data de Publicação: 2015
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UNESP
• Texto Completo: http://hdl.handle.net/11449/139319; http://www.athena.biblioteca.unesp.br/exlibris/bd/cathedra/13-05-2016/000860326.pdf
• topic: Cuidados primários de saúde; Educação permanente; Ensino a distância; Segurança alimentar; Promoção da saúde; Primary health care; Distance education

It is already knowingly possible to enhance permanent and in-house education using contributions from distance education technologies, bringing the new knowledge closer to team practices in a constructive and inclusive education process. Included is the community health agent, an essential actor in the primary health care team. In this sense, the Interanutri Course - Agent Interdisciplinarity Food and Nutrition in the Community, object of this study, was idealized to meet the needs of agents who work at primary health care facilities promoting food and nutrition security in the community. The present study aimed to assess the distance education process as a tool for increasing food and nutrition actions in primary health care facilities in municipalities of the state of São Paulo. This is an exploratory, qualitative, and quantitative case study using secondary data from a research project involving the SANS Network. The study is based on the records of a distance learning course for community health agents who develop actions to promote a healthy, appropriate, and caring diet in municipal communities in the state of São Paulo. The information collected from the Moodle platform was submitted to Bardin's content analysis to identify empirical categories through cores of meaning. Paulo Freire's theoretical references were used for grounding the analysis and discussion of the results. In the quantitative part of this study, we analyzed the data assessed by the students at the end of the course. Content analysis resulted in the following categories: expectations regarding the demands of the course; perspectives regarding the contribution of the course; characterization of the community; quality food is inadequate in most communities; community sectors are not integrated; main sectors for intersectoriality; population participation; planning the project; and defining the project. We assessed the practical activity projects for ...