Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2018-01-16T20:57:31Z No. of bitstreams: 1 NubiaMariaLimaDeSousa_DISSERT.pdf: 1759490 bytes, checksum: 500389ccad320affbe0f164fec1f33e9 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2018-01-23T11:11:51Z (GMT) No. of bitstreams: 1 NubiaMariaLimaDeSousa_DISSERT.pdf: 1759490 bytes, checksum: 500389ccad320affbe0f164fec1f33e9 (MD5) / Made available in DSpace on 2018-01-23T11:11:51Z (GMT). No. of bitstreams: 1 NubiaMariaLimaDeSousa_DISSERT.pdf: 1759490 bytes, checksum: 500389ccad320affbe0f164fec1f33e9 (MD5) Previous issue date: 2017-11-23 / A preceptoria em sa?de, em hospitais universit?rios, tornou-se uma pr?tica pedag?gica e muitos profissionais do servi?o foram inseridos como preceptores, por?m a maioria deles n?o teve forma??o em educa??o. Esse fato pode lev?-los a encontrar dificuldades em adotar estrat?gias de ensino-aprendizagem que aproximem o conhecimento cient?fico ? realidade pr?tica na forma??o de profissionais da ?rea da sa?de. O presente estudo objetivou analisar o conhecimento das metodologias de ensino pelos preceptores no processo ensino/aprendizagem de residentes multiprofissionais em sa?de. Trata-se de um estudo transversal, descritivo, com abordagem qualitativa, composto por 50 preceptores, que atuavam h? mais de um ano na resid?ncia multiprofissional em sa?de de um hospital-escola. A coleta de dados foi realizada de setembro a dezembro de 2016, por meio de um roteiro semiestruturado para caracteriza??o dos sujeitos do estudo e com a aplica??o da t?cnica de associa??o livre de palavras. Os dados foram analisados pelo software Ensemble de Programmes Permettant L?Analyse des Evocations (EVOC), vers?o 2000, e discutidos com base no referencial te?rico da Teoria do N?cleo Central. Teve aprova??o do Comit? de ?tica em Pesquisa, sob o n? 1.663.421/16. Os dados foram divididos em tr?s unidades tem?ticas: conhecimento dos preceptores sobre estrat?gias de ensino, sobre metodologia tradicional e metodologias ativas e suas respectivas categorias: elementos conceituais; uso te?rico pr?tico, aprofundamento do conte?do e aplicabilidade. Foram considerados como elementos do n?cleo central as palavras que tiveram menor ordem media de evoca??o (MOE), com par?metro de 2,0, 2,3 e 2,5 e maior frequ?ncia(F) com par?metro de 10. Na unidade tem?tica referente ? estrat?gia de ensino destacaram-se as palavras ?m?todo de ensino? (OME, 1,4- F29). ?din?mica? (OME 1,6 - F 13) e ?aulas? (OME 2,0 - F17). A metodologia tradicional foi representada por ?ensino arcaico? (OME 1,7 ? F 45) e ?centrado no professor? (OME 1,8 F 22). Para as metodologias ativas destacaram-se ?proatividade? (OME 1,7 ? F 23), ?construtivismo? (OME1, 9 F 61) e ?Feedback ?(OME 2,1 F10). O estudo apontou que os preceptores compreendem as estrat?gias de ensino com m?todos que favorecem o ensino aprendizado, evidenciando-se o conhecimento sobre as metodologias tradicionais como ?ensino arcaico? e ?metodologia conteudista?, e as metodologias ativas como ?proatividade?, ?construtivismo? e ?feedback?, embora a maioria aponte a n?o utiliza??o desta no ensino da resid?ncia multiprofissional em sa?de. Por fim, acredita-se que para a forma??o de profissionais na ?rea da sa?de deve haver um car?ter interdisciplinar, com uso de metodologias ativas que despertem no aluno o seu potencial cr?tico-reflexivo, tornando-o agente transformador no processo de cuidar dos sujeitos nos diferentes cen?rios de atua??o profissional proposto pelo Sistema ?nico de Sa?de. Como produto desse estudo, foi criada uma proposta para capacita??o dos preceptores da resid?ncia multiprofissional de sa?de, campo do estudo, em metodologias ativas de ensino. / Preceptory in health in university hospitals has become a pedagogical practice and many service professionals were inserted as preceptors, but most of them did not have education training. Finding difficulties in adopting teaching-learning strategies that bring scientific knowledge closer to practical reality in the training of health professionals. This study aims to analyze the knowledge of teaching methodologies by preceptors (teachers) in the teaching/learning process of multiprofessional residents in health. It is a descriptive, cross-sectional study with a qualitative approach, composed with 50 preceptors who had been working for more than one year in the multiprofessional health residency of a school hospital. Data collection was carried out from September to December 2016, through a semistructured script to characterize the subjects of study and with the application of the word-free association technique. Data were analyzed by the Ensemble software of Permettant L'Analyse des Evocations (EVOC), version 2000, and discussed based on the theoretical framework of the Core Nucleus Theory. It was approved by the Research Ethics Committee under no. 1.663.421 / 16. Data were divided into three thematic units: knowledge of preceptors about teaching strategies, about traditional methodology and active methodologies and their respective categories: conceptual elements; practical theoretical use, deepening of content and applicability. The items with the lowest mean order of evocation (MOE), with a parameter by 2.0, 2.3 and 2.5 and higher frequency (F) with a parameter by 10, were considered with elements of the central nucleus. In the thematic unit referring to teaching strategy, the words stood out the words, such as "teaching method" (MOE, 1,4- F29). "Dynamic" (MOE 1.6 - F 13) and "lessons" (MOE 2.0 - F17). The traditional methodology was represented by "archaic teaching" (MOE 1.7 - F 45) and "teacher-centered" (MOE 1.8 F 22). For the active methodologies "proactivity" (MOE 1,7 - F 23), "constructivism" (MOE1, 9 F 61) and "feedback" (MOE 2.1 F10) stood out. The study pointed out that preceptors have understood the teaching strategies with methods that have favored learning teaching. Moreover, it has evidenced the knowledge about traditional methodologies, such as "archaic teaching" and "content methodology" and active methodologies, such as "proactivity", "constructivism" and "feedback", although most points out the non-use of this in the teaching of multiprofessional residency in health. Finally, it is believed that for the training of professionals in the area of health, there must be an interdisciplinary character, using active methodologies that awaken in the student his/her reflexive-critical potential, making him/her a transforming agent in the process of caring for the subjects in the different scenarios of professional activity proposed by Unified Health System. As a product of this study, a proposal was created to train the preceptors of the multiprofessional health residency, field of study, in active teaching methodologies.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-08-01T14:46:42Z No. of bitstreams: 1 AlineSilvaDeOliveira_DISSERT.pdf: 937656 bytes, checksum: cb8808a256880fc9bb312eadf4546d72 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-08-08T14:41:00Z (GMT) No. of bitstreams: 1 AlineSilvaDeOliveira_DISSERT.pdf: 937656 bytes, checksum: cb8808a256880fc9bb312eadf4546d72 (MD5) / Made available in DSpace on 2017-08-08T14:41:00Z (GMT). No. of bitstreams: 1 AlineSilvaDeOliveira_DISSERT.pdf: 937656 bytes, checksum: cb8808a256880fc9bb312eadf4546d72 (MD5) Previous issue date: 2017-03-17 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior (CAPES) / A educa??o permanente em sa?de vem sendo discutida desde que a Organiza??o Pan-Americana da Sa?de considerou-a importante para alcan?ar o desenvolvimento dos sistemas de sa?de. No Brasil, esse conceito torna-se evidente com a cria??o da Pol?tica Nacional de Educa??o Permanente em Sa?de no ano de 2004. Desde ent?o, poucos estudos tem sido realizados sobre o tema, especialmente nos servi?os de urg?ncia e emerg?ncia. A forma??o dos profissionais da ?rea de sa?de ainda ? um dos n?s cr?ticos para o fortalecimento do SUS, haja vista ainda estar fortemente ligada ao modelo de sa?de hegem?nico, ou seja, hospitaloc?ntrico. Portanto, o estudo objetivou analisar a concep??o dos profissionais sobre educa??o permanente no Servi?o de Atendimento M?vel de Urg?ncia de um munic?pio do Estado do Rio Grande do Norte. Trata-se de um estudo qualitativo que utilizou a an?lise tem?tica de conte?do para an?lise dos dados. A t?cnica de coleta de dados foi a entrevista semiestruturada. Do resultado das entrevistas com 29 profissionais, emergiram tr?s categorias: Concep??o sobre Educa??o permanente em Sa?de; Efetiva??o da Educa??o Permanente em Sa?de e Processos Educativos ofertados pelo N?cleo de Educa??o Permanente em Sa?de. As falas dos profissionais, em sua maioria, revelam que a Educa??o Permanente ? vista como sin?nimo de Educa??o Continuada. Al?m disso, os m?ltiplos v?nculos empregat?cios, associados a escassas reuni?es de equipe, entre outros foram apontados como dificuldades para efetiva??o da educa??o permanente. As facilidades relatadas foram a gratuidade dos cursos, boa infraestrutura e flexibilidade de dias e hor?rios dos processos educativos. No tocante aos processos educativos, observou-se que os profissionais mostraram-se satisfeitos e que esses n?o s? contribuem, mas tamb?m s?o aplic?veis ? realidade do dia-a-dia de trabalho. Entretanto, identificou-se que a escolha dos processos educativos ? realizada de forma verticalizada, sem a participa??o direta dos trabalhadores. Al?m disso, diversas necessidades educacionais foram relatadas pelos profissionais. Assim, o estudo possibilitou identificar que a educa??o permanente deve estar presente neste cen?rio como uma estrat?gia de qualifica??o das pr?ticas nos servi?os de urg?ncia e emerg?ncia. Faz-se necess?ria n?o s? a compreens?o do conceito de educa??o permanente, bem como o aprimoramento de tal pr?tica no servi?o de sa?de em foco. / Continuing education in health has been discussed since the Pan American Health Organization considered it important to achieve the development of health systems. In Brazil, this concept becomes evident with the creation of the National Policy of Permanent Education in Health in the year 2004. Since then, few studies have been done on the subject, especially in the emergency and emergency services. The training of health professionals is still one of the critical nodes for SUS strengthening, since it is still strongly linked to the hegemonic health model, that is, hospital-centered. Therefore, the study aimed to analyze the perception of professionals about permanent education in the Mobile Emergency Care Service of a municipality in the State of Rio Grande do Norte. This is a qualitative study that used the thematic analysis of content for data analysis. The technique of data collection was the semistructured interview. From the results of the interviews with 29 professionals, three categories emerged: Perception on Permanent Education in Health; Effectiveness of Permanent Education and Educational Processes. The speeches of professionals, for the most part, reveal that Permanent Education is seen as synonymous with Continuing Education. In addition, the multiple employment links, associated with scarce staff meetings, among others, were identified as difficulties to implement permanent education. The reported facilities were the gratuity of the courses, good infrastructure and flexibility of days and times of educational processes. Regarding educational processes, it was observed that the professionals were satisfied and that these not only contribute, but also apply to the reality of the day to day work. However, it was identified that the choice of educational processes is carried out in a hierarchical way, without the direct participation of the workers. In addition, various educational needs were reported by practitioners. Thus, the study made it possible to identify that permanent education should be present in this scenario as a strategy for qualifying practices in emergency services. It is necessary not only the understanding of the concept of permanent education, as well as the improvement of such practice in the health service in question.