Salienta-se, portanto, que a temática tecnologia, enquanto processo e/ou produto, necessita ser discutida, repensada, estudada e construída, pois ainda se encontra incipientemente abordada na práxis dos profissionais de enfermagem. CAMINHO METODOLÓGICO

The objective of the study was to assess knowledge and attitudes about human papillomavirus (HPV), cervical cancer, and Papanicolaou (Pap) smears among young women. A questionnaire was administered to 204 women aged 16-23 years, attending a public clinic. Data were gathered on sociodemographic characteristics, knowledge, and attitudes related to HPV. Overall, 92% of women reported current/previous sexual activity, 42% perceived themselves at high risk of acquiring a sexually transmitted disease, 67% did not know that HPV can cause cervical cancer/warts, and only 10% acknowledged that HPV might lead to cervical cancer. In general, women had a poor knowledge on HPV diagnosis/treatment, condyloma signs, and Pap smear test. The main reasons for not having a Pap smear test done before were embarrassment (63%) and fear of pain (61%). Knowledge of HPV infection and cervical cancer was low in this urban young population. Our findings recommend for greater HPV education of the public and health care practitioners.

RESUMOTrata-se de uma reflexão teórica que tem por objetivo estimular os leitores a repensar o papel da educação permanente dos sujeitos-trabalhadores da saúde e de enfermagem na perspectiva do desenvolvimento individual e coletivo, por meio da práxis transformadora. Procurou-se fazer uma articulação reflexiva dos princípios da práxis transformadora apresentada pelo filósofo Adolfo Sánchez Vázquez com os preceitos de educação permanente em saúde e no trabalho de enfermagem. Tal articulação apresenta uma concepção educativa em prol da conscientização dos sujeitos-trabalhadores sobre as distintas contribuições pessoais, sociais, relacionais e institucionais que podem advir das diferentes formas de perceber e exercer a educação permanente em saúde e no trabalho da enfermagem.Descritores: Educação continuada. Pessoal de saúde. Conscientização. Filosofia em enfermagem. RESUMEN Se trata de una reflexión teórica que tiene el objetivo de estimular los lectores a repensar el papel de la educación permanente de los sujetos-trabajadores de la salud y de la enfermería en la perspectiva del desarrollo individual y colectivo a través de la praxis transformadora. Hicimos una reflexión buscando articular los principios de la praxis transformadora presentado por el filósofo Adolfo Sánchez Vázquez con los preceptos de la educación permanente en salud y en el trabajo de la enfermería. Esta articulación presenta un concepto educativo en favor de la concienciación de los sujetos-trabajadores acerca de las distintas contribuciones personales, sociales, relacionales e institucionales que puede resultar de diferentes maneras de percibir y ejercer la educa-

This qualitative research case study aims to describe how the subjects participants in the intersectoral Education, it is still usual to have a gap separating the "teaching world" and the " labor world" 1 .This dichotomy is usually due to the fact that both managers and practitioners define their priorities not considering the availability of the Higher Education Institutions (HEI) that give the courses in health topics, without listening to the students or the social participation and control stakeholders, and not infrequently the universities program their activities with demands alienated from the true needs of services.To have an effective change in the training of health professionals implies transforming the anti-democratic and divisive practices that are still hegemonic in the formal process of teaching and healthcare, using conceptions that aim to incorporate comprehensiveness principles in their diverse directions: personal/professional, services organization and the development of policies and programs in this direction, trying to ensure the building of comprehensive care pathways based on users' needs 2,3 .In the last decade the Ministries placed their bets towards inter-ministerial structural actions for health and education, as mechanisms to promote the shifts in direction of the health training. Among these actions the National Program for Re-orientation of Professional Training in Health (Pro-Saude), launched in 2005, aims to foster the process of training, knowledge creation and health service delivery, to mobilize a shift in the stance of the stakeholders that compose the so-called 'Quadrilateral for Training in Health' 4 , in order to assume a comprehensive approach to care in the illness-wellness process 5 . Within these prerogatives, the Pro-Saude is based upon the proposal of reciprocal engagement of HEI -"teaching world", and service institution -"labor world" -oriented towards the development of articulated activities, coherent with local realities, and observing the guidelines of the Brazilian National Health System as well as the National Curricular Guidelines (NCG) for health 5,6 .The theoretical foundations for these strategies are linked to the educational process that aims to social transformation, and is supported by the relationship between contents and reality, meaning that the integration teaching-healthcare is only feasible through the analysis of the true conditions of the subjects, their historical and social context [7][8][9] . In this perspective the pedagogic space is not limited to the classroom, but integrates the experience of the world of labor, in its different practice settings, loaded with learning events but needing to be reconstructed in a pedagogic fashion according to the creative and critical interplay of the subjects involved in the process 10 . COMUNICAÇÃO SAÚDE EDUCAÇÃO 2016; 20(59):1015-25Thus, the reciprocal involvement of the teaching and service sectors, aiming to build joint proposals for training and professional development in health, facilitates the t...

O estudo tem por objetivo caracterizar os Grupos de Pesquisa em Educação em Enfermagem do Brasil quanto à sua organização. Pesquisa documental, descritiva, quantitativa. As informações foram coletadas no Banco de Dados e Estatísticas do Portal Online do CNPq - censo 2006. O Brasil possui 47 Grupos de Pesquisa em Educação em Enfermagem, com 412 pesquisadores, dos quais 91% apresentam título de mestrado, doutorado ou pós-doutorado. Dos 307 estudantes, 92% são graduandos de Enfermagem, porém apenas 9% são bolsistas de iniciação científica. Entre os 112 técnicos, 75% são de Enfermagem, 46% possuem titulação de mestre ou doutor. Há um número expressivo de Grupos que contribuem significativamente para a produção de conhecimento no setor de educação, em nível latino-americano. Todavia, ainda são muitos os desafios a serem superados como a frágil interdisciplinaridade, a limitada integração ensino-serviço, o baixo fomento de bolsas de iniciação científica e as significativas desigualdades no acesso e desenvolvimento de pesquisas nas diferentes regiões do país.