Professional training and labour crises - contradictions in the unified health system: a dialectical method

Abstract

Problem: Job insecurity is a phenomenon which has a destructive character that expropriates the rights of workers which have been historically achieved. It distorts the ontological dimension of work and the quality of the services provided. These neo-liberal values have been reproduced in educational practices and thus affect the dignity of the worker in the Unified Health System (UHS). Objective: To legitimize the role of pedagogical training as a privileged locus for reflection and formulate strategies to cope with job instability in the UHS. Method: Qualitative field research in the form of action research, using the dialectical method. Scenario: Basic unit of Collective Health in Niterói. Subjects: Health professionals and trainees who are not employed as permanent public servants. According to Resolution 196/96, the ethical aspects involving the research into human beings will be respected.

Temáticas investigadas pelo Grupo de Estudos sobre a Saúde do Trabalhador de Enfermagem e Saúde [Research topics of the Study Group on Occupatonal Health of Nursing and Health Personnel]

“…O trabalho de enfermagem tem sido moldado pela política neoliberal e globalizada, que tem levado à precarização das condições e das relações de trabalho, favorecendo o adoecimento do trabalhador e influenciado a qualidade da assistência prestada 6 . A precarização do trabalho surge em resposta às exigências do mundo globalizado, incitada pela competitividade do modelo neoliberal, gerando uma reestruturação da organização do trabalho, com vistas à redução de gastos e maior produtividade, em detrimento da saúde do trabalhador 7,8 .…”

Education in health for the physiotherapist: dilemmas in academia education - a study case

“…In this sense, it is necessary to think about the formation of the physiotherapist aiming to merge theory and practice, with an objective to a praxis according to the SUS premises. It is the role of education to promote the internalization of emancipatory values in the subject, considering it as a great challenge to the educational institutions (3) .…”