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Previous issue date: 2016-02-04 / O paradigma de sa?de, consolidado no s?culo passado, direcionou a forma??o dos profissionais de sa?de, educados sob a ?gide do modelo de forma??o flexneriano, fragment?rio e hospitaloc?ntrico. Contudo, este provou ser insuficiente para atender as demandas do Sistema ?nico de Sa?de (SUS) e da popula??o. Nesse sentido, as Diretrizes Curriculares Nacionais (DCN) para os Cursos de Gradua??o em Sa?de despontam como marco normativo na proposi??o de um novo perfil profissional, como tamb?m na recomenda??o de estrat?gias para a reestrutura??o dos curr?culos e das pr?ticas pedag?gicas, e uma delas ? a integra??o ensino-servi?o. Portanto, o objetivo do presente estudo foi investigar o processo de forma??o dos acad?micos do Curso de Fisioterapia da Universidade Federal da Para?ba (UFPB), tendo como eixo orientador a integra??o ensino-servi?o, considerando as DCN. Para tanto, o m?todo escolhido foi o estudo de caso, com abordagem qualitativa. A amostra foi do tipo intencional, incluindo todos os docentes do quadro permanente do Departamento de Fisioterapia da UFPB, vinculados a componentes curriculares cujos cen?rios de pr?tica ocorrem na rede de servi?os do SUS e com tempo de atividade superior a um ano naquele componente. A t?cnica de coleta de dados foi a entrevista semi-estruturada. A an?lise dos dados foi realizada por meio da t?cnica de an?lise de conte?do. Foram consideradas as seguintes categorias: Forma??o Profissional para o SUS, A integra??o dos estudantes aos servi?os Rede SUS, A rela??o teoria e pr?tica na forma??o do fisioterapeuta, Parceria docente-profissional de sa?de no processo de ensino-aprendizagem e Os Programas de Reorienta??o da Forma??o e sua integra??o com o Curso. Os resultados permitiram identificar como potencialidades no processo de integra??o ensino-servi?o: reconhecimento da import?ncia das atividades de integra??o entre a universidade e os servi?os de sa?de a partir da valoriza??o da inser??o do estudante na rede, da atua??o conjunta com os profissionais de sa?de do servi?o e da oportunidade de trabalhar em equipe interprofissional; exist?ncia da Rede Escola estruturada e organizada; participa??o de estudantes e docentes em programas governamentais que oferecem a experi?ncia de inser??o no universo do trabalho. Como fragilidades da integra??o se sobressa?ram: dificuldades nos processos de pactua??o, planejamento e avalia??o das atividades junto ao servi?o; descompasso entre atividades te?ricas e pr?ticas; indefini??o dos papeis do docente e do profissional de sa?de do servi?o no processo de forma??o e fr?gil rela??o dos programas de reorienta??o da forma??o profissional com as atividades curriculares do Curso. A integra??o ensino-servi?o, como eixo orientador da an?lise da forma??o do profissional fisioterapeuta revela limites e possibilidades para uma forma??o que atenda as necessidades de sa?de da popula??o. Assim, o posicionamento e as escolhas das institui??es de ensino frente ao modelo assistencial exercem influ?ncia nas pr?ticas em sa?de, bem como o compromisso firmado pela gest?o e servi?os e a permeabilidade ?s inst?ncias de controle social contribuem decisivamente para a orienta??o da forma??o dos futuros profissionais de sa?de. Logo, ? indispens?vel o comprometimento de todos os atores envolvidos para a efetiva mudan?a do processo de forma??o e do paradigma de sa?de. / The health paradigm, consolidated in the last century, directed the training of health professionals, educated under the aegis of the Flexnerian training, fragmentary and hospital-centered model. However, it proved to be insufficient to meet the demands of the Unified Health System and the population. In this sense, the National Curriculum Guidelines for Undergraduate health courses emerge as a normative framework in proposing a new professional profile, as well as the recommendation of strategies for the restructuring of curricula and teaching practices, and one of them is the teaching-service integration. Therefore, the aim of this study was to investigate the process of training of Physiotherapy course students of the Federal University of Para?ba with the guiding principle of teaching-service integration, considering DCN. In this sense, the chosen method was a case study with qualitative approach. The sample was intentional, including all faculty members of the permanent staff of the Department of Physiotherapy at UFPB, linked to curriculum components whose practice scenarios occur in the SUS network and time longer than one year in that component. The data collection technique was the semi-structured interview. Data analysis was performed using the content analysis technique. The following categories were considered: professional training for SUS, integration of students to the SUS network services, the relationship between theory and practice in the training of physiotherapists, teaching and health professional partnership in the teaching-learning process and programs of training reorientation and their integration with the course. The results allowed identifying positive points in the teaching-service integration: recognition of the importance of integration activities between university and health services based on the insertion of students in the network, the combined actuation with health service professionals and the opportunity to work in a multidisciplinary team; the existence of structured and organized School Network; participation of students and teachers in government programs that offer the experience of insertion in the labor market. The following weaknesses stood out: difficulties in agreement, planning and evaluation of activities by the service; gap between theoretical and practical activities; lack of definition of roles of teacher and health service professionals in the training process and the fragile relationship of reorientation of vocational training programs with the curricular activities of the course. The teaching-service integration as a guiding principle in the analysis of the formation of physiotherapists reveals limits and possibilities for training that meets the health needs of the population. Thus, the choices of educational institutions regarding the care model have an influence on health practices, as well as the commitment by management and services and the permeability to social control instances decisively contribute to the improvement in the training of future professionals. Thus, the commitment of all involved for the effective change in the training process of health paradigm is indispensable.
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/21120 |
| Date | 04 February 2016 |
| Creators | Madruga, Luciana Margarida de Santana |
| Contributors | 45138222449, http://lattes.cnpq.br/8905654343063318, Forte, Franklin Delano Soares, 76896552468, http://lattes.cnpq.br/1213257434295598, Souza, Marize Barros de, 42165636434, http://lattes.cnpq.br/2773303979810841, Morais, Cl?udia Helena Soares de |
| Publisher | Universidade Federal do Rio Grande do Norte, PROGRAMA DE P?S-GRADUA??O EM SA?DE COLETIVA, UFRN, Brasil |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/masterThesis |
| Source | reponame:Repositório Institucional da UFRN, instname:Universidade Federal do Rio Grande do Norte, instacron:UFRN |
| Rights | info:eu-repo/semantics/openAccess |
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