Trabalho, educação e enfermagem: marco contextual da formação profissional de nível médio em saúde

Abstract

3 RESUMOEste artigo tem como eixo norteador a compreensão do processo de profissionalização da enfermagem brasileira a partir de seu entrelaçamento entre as áreas Trabalho e Educação. Como recorte histórico, o presente estudo delimitou-se as últimas décadas do século XIX e início do século XX, período de transformações urbanísticas e sanitárias essenciais ao desenvolvimento econômico brasileiro. A escolha pelo estudo da profissionalização em enfermagem deve-se a evidência de que em seu processo de divisão social do trabalho, esta categoria profissional, demonstra a diferença entre aqueles trabalhadores que exercem o trabalho intelectual e aqueles que atuam no trabalho manual. Nesse processo de separação, trabalho intelectual versus trabalho manual, a educação que é destinada ao primeiro grupo prioriza conhecimentos de cunho mais administrativos e de supervisão do trabalho em enfermagem, assumindo aspectos gerenciais e determinando o trabalho do segundo grupo, cuja educação profissional se caracteriza por noções básicas acerca das técnicas de enfermagem. Palavras-chave: Educação; Trabalho; Enfermagem. EMPLOYMENT, EDUCATION AND NURSING: CONTEXTUAL BENCHMARCK OF PROFESSIONAL TRAINING IN HEALTH CARING AT HIGH SCHOOLSABSTRACT This article is was conceived to arouse understanding on the process of professionalization of nursing in Brazil from its relation between Laboral and Educational areas. The historical period considered to the present study focus on the final decades of the nineteenth and early twentieth century, a period of urban changes which were essential to health and economic development in Brazil. The choice for the study of professional nursing is due to the evidence that in the process of social labor division, this professional category, reveals the difference between those workers engaged in intellectual work and those who performed the manual labor. In this separation process, intellectual work versus manual labor, the education that is conveyed to the first group prioritizes knowledge mostly on administrative and supervisory work in nursing, assuming managerial aspects and determining the work of the second group, whose professional education is carried out on the basics of nursing techniques.

Historical context of nursing professionalization in brazil: a journey into the past

“…490 from a series of political actions, strongly evidenced by growing unemployment, decrease in the real value of salaries, fraud against the social security system, low public sector assistance coverage; growing health care spending through the inclusion of new technologies; and by a predominantly individual and curative health model (PEREIRA et al, 2009). Barros and Herold Júnior (2013) point out that, as far as education is concerned, the 1980s were strongly marked by debates regarding the recreation of the Brazilian public and democratic educational system, where the negotiation process demanded the increase of the possibilities of access to basic education, and it was the responsibility of the public power to offer it in a free and equal way to all Brazilians. Still, the plan of assistance of the nursing work, "is given in a way to subsidize the medical attention.…”

“…According to Barros and Herold Júnior (2013), the ideas discussed in the 1980's, as previously explained, were accepted by the 1988 Constitution and then defended by LDB no. 9,394/96.…”

Implementation of the Integrality Principle in Technical Nursing Courses at Schools in the Sus Network

“…13 In the overcoming of this educational paradigm and the adoption of new principles and guidelines, necessary for teaching in health, the social agents who participated in this study appointed the need to structure proposals intended to offer and strengthen teacher training, within a permanent education logic.…”

“…In that sense, education moves beyond a role interwoven in teaching as mere scientific, pedagogical and didactical recycling, 18 looking for the possibility to favor spaces of participation, reflec-tion and education to allow the student to learn and adapt to the changes in the care process. 13 The valuation of experience-based knowledge seems to be a way to take a position in practice, as this knowledge is constituted exactly in daily professional practice, based on work, derives from and is validated by experience. 16,19 Nevertheless, the fact that an activity has been done for many years and is part of experience-based knowledge does not replace the constant need for recycling and reconsideration of this knowledge, as the changes in society and technological innovations are clearly present in the health context.…”