2015
DOI: 10.1590/1807-57622014.0987
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Saúde e educação pelo trabalho: reflexões acerca do PET-Saúde como proposta de formação para o Sistema Único de Saúde

Abstract: A formação de profissionais para o Sistema Único de Saúde (SUS) deve se ancorar em concepções de saúde, educação e trabalho que apontem para mudanças orgânicas no setor saúde. Nesse sentido, apresenta-se uma reflexão teórica e prática acerca dos conceitos sobre saúde, educação e trabalho que influenciam a proposta do PET-Saúde como ferramenta de educação pelo trabalho e estratégia indutora da formação para o SUS. Esta reflexão é fruto de rodas de conversa entre preceptores, monitores, tutores e coordenadores d… Show more

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Cited by 19 publications
(27 citation statements)
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“…39,46,[50][51][52] It is essential that teams question what skin ulcers represent to users, the impacts they cause, the repercussions on life, expectations and demands for care, since the best scientific evidence and technological procedures are not enough: it is vital to establish a dialogical, with sensitive and active listening, bonding, trust, attention to emotions, beliefs and social, cultural and economic issues. 15, [33][34]37,45,54 Health education is at the heart of primary health care; it is a light, present and effective tool whose purpose is to sensitize, revive and gradually modify harmful behaviors or establish adherence to health care such as balanced nutrition, glycemic monitoring and foot care from daily examination of the foot and the use of therapeutic footwear. 36,50 Interdisciplinarity and teamwork in health care become a major challenge to be won due to the assistance model that is perpetuated.…”
Section: Discussionmentioning
confidence: 99%
“…39,46,[50][51][52] It is essential that teams question what skin ulcers represent to users, the impacts they cause, the repercussions on life, expectations and demands for care, since the best scientific evidence and technological procedures are not enough: it is vital to establish a dialogical, with sensitive and active listening, bonding, trust, attention to emotions, beliefs and social, cultural and economic issues. 15, [33][34]37,45,54 Health education is at the heart of primary health care; it is a light, present and effective tool whose purpose is to sensitize, revive and gradually modify harmful behaviors or establish adherence to health care such as balanced nutrition, glycemic monitoring and foot care from daily examination of the foot and the use of therapeutic footwear. 36,50 Interdisciplinarity and teamwork in health care become a major challenge to be won due to the assistance model that is perpetuated.…”
Section: Discussionmentioning
confidence: 99%
“…Education through work assumes that the interrelation between health and education based on work results in significant learning and in development of new knowledge, shortening the distance that exists between the educational and the working process; consequently, it weakens the logic of banking education 36 . Therefore, the education of health professionals based on education through work is a theory capable of boosting teaching-service integration and transforming pedagogical and labor practices in the area of health 37 , strongly related to the perspective of reflective practice.…”
Section: Discussionmentioning
confidence: 99%
“…Nessa perspectiva, o movimento de mudança da educação dos profissionais de saúde, associado às Diretrizes Curriculares Nacionais (DCN) e às diretrizes do SUS, exige a criação de instituições formadoras com relevância social e comprometidas com a construção do SUS, capazes de superar o paradigma biologicista, medicalizante e hospitalocêntrico na área da saúde, bem como o modelo flexneriano que ainda orienta a formação superior no Brasil [4][5][6][7] .…”
Section: Introductionunclassified
“…Estudos avaliam positivamente essas políticas ministeriais como favorecedoras da integração ensino-serviço por múltiplos motivos, sendo estes: o aumento da inserção precoce dos discentes nos serviços de saúde, a vivência interdisciplinar, maior articulação teoria-prática e a formação de profissionais de saúde mais críticos e reflexivos 1,6,7,9 .…”
Section: Introductionunclassified