Educação Permanente na Estratégia Saúde da Família: uma possibilidade de constituição de sujeitos.

Abstract

Continuing Education in Health is a political-pedagogical proposal to transform health practices based on service problems. The debate gained strength in Brazil from 2004 onwards, with the publication of the National Policy on Permanent Education in Health, which reflected on scientific production, especially in the context of Primary Care. This study aimed to analyze whether the experiences of Continuing Education in Health developed in the Family Health Strategy of the city of Guanambi-BA have enabled the constitution of subjects Transformers of Health Practices. This is a study with a qualitative, exploratory and descriptive approach, about the constitution of subjects / subjects through the processes of Continuing Education in Health. For this purpose, 03 teams of the Family Health Strategy were selected from a total of 24 teams, as they are units linked to the Medical Residency Program in Family Health and Multiprofessional Residency in Health. Eight health professionals were included as research subjects, distributed as follows: 06 higher education professionals from the ESF teams, 01 institutional supporter and 01 Primary Care coordinator. Data production took place through semi-structured interviews and a participant identification form. The analysis process was carried out using the technique of Content Analysis by Bardin (2016), anchored in the critical pedagogy of Freire (1987) and the constitution of subjects of Testa (2007). The results pointed out weaknesses in the EPS management process by the health department, such as: absence of a Center for Continuing Education in Health, fragmented and vertical planning, and lack of monitoring and evaluation. Differences in pedagogical choice were identified by the investigated teams: one of the teams uses a traditional pedagogy, using the methodology of transmission and knowledge that has not generated changes in health care; two teams prioritize critical pedagogy, anchored in active methodologies and correct learning, with results that seek to reframe processes and change practices. It is concluded that EPS, in the investigated context, has enabled the constitution of subjects and factors in teams that promote educational processes anchored in the problematization of everyday problems and in the collaborative practice of workers.