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Previous issue date: 2017-07-04 / A integra??o ensino-servi?o-comunidade mostra-se como uma importante estrat?gia para se alcan?ar as mudan?as apontadas pelas Diretrizes Curriculares Nacionais (DCN) na forma??o de profissionais de sa?de que atendam ?s necessidades sociais. Este estudo objetivou analisar a integra??o ensino-servi?o-comunidade na vis?o de docentes dos cursos de gradua??o de Enfermagem, Medicina e Odontologia da Universidade Federal do Rio Grande do Norte (UFRN). Trata-se de um estudo de natureza explorat?ria e descritiva, com abordagem quantitativa e qualitativa. A coleta de dados foi realizada por meio de um formul?rio de entrevista com 106 docentes, sendo 21 docentes do curso de enfermagem, 56 do curso de medicina e 29 do curso de odontologia, todos da UFRN, Campus Natal. A an?lise dos dados quantitativos foi realizada considerando as vari?veis ?idade?, ?curso?, ?tempo de doc?ncia?, ?per?odo e ?local de realiza??o de aulas pr?ticas/campo?, usando o SPSS, vers?o 22. No que se refere ? an?lise qualitativa, foi utilizado o software Iramuteq, e as entrevistas foram analisadas ? luz da An?lise de Conte?do de Bardin. Os resultados mostraram que, na vis?o dos entrevistados, o curso de enfermagem ? o que possui forma??o mais condizente com as DCN. A vari?vel ?local de atua??o? foi mais destacada quando consideramos a forma??o de acordo com o preconizado pelas atuais DCN, o uso de metodologias ativas e os avan?os na integra??o ensino-servi?o-comunidade. Os docentes reconhecem que a integra??o contribui para a forma??o de profissionais de sa?de que atendam as necessidades sociais, e proporciona experi?ncias multiprofissional e interdisciplinar em cen?rios reais de pr?tica. No entanto, v?rios desafios precisam ser superados a fim de se garantir uma forma??o de qualidade com inser??o dos graduandos nos servi?os em meio ? infraestrutura prec?ria do SUS, modelo hospitaloc?ntrico ainda predominante, curr?culos fragmentados em disciplinas, ?nfase na forma??o t?cnica, pouca valoriza??o e incentivo ?s pr?ticas extramuros, resist?ncia de alguns docentes em participar da integra??o, dentre outros. Fica evidente a necessidade de institucionaliza??o da intera??o ensino-servi?o-comunidade, bem como da valoriza??o de iniciativas que dinamizem e flexibilizem o ensino em atividades multiprofissionais e interdisciplinares, a fim de que haja o envolvimento de todos os atores ? docentes, discentes, profissionais de sa?de, usu?rios e gestores, bem como o compromisso de todas as institui??es envolvidas na modifica??o da forma??o em sa?de e na transforma??o dos processos de aten??o ? sa?de. / The teaching-service-community integration proves to be an important strategy to achieve the changes outlined by the Brazilian Curriculum Guidelines (DCN, as per its acronym in Portuguese) for the training of health professionals able to meet the social demands. This study was intended to analyze the teaching-service-community integration from the perspective of the Medical, Nursing and Dentistry teachers from the Federal University of Rio Grande do Norte (UFRN). This is an exploratory and descriptive study, with a quantitative and qualitative approach. Data collection took place through an interview form with 106 teachers, of whom 21 were teachers from the nursing course, 56 were from the medical course and 29 from the dentistry course, all from UFRN, Natal Campus. The analysis of the quantitative data was performed taking into account the variables ?gender?, ?age?, ?course?, ?teaching time?, ?period and place of practical/field classes?, using SPSS, version 22. With respect to the qualitative analysis, we used the Iramuteq software, and the interviews were analyzed in light of the Bardin?s Content Analysis. The results unveiled that, from the perspective of the interviewees, the nursing course is the one that has the training most compatible with DCN. The variable ?place of work? was more prominent when we considered the training according to what is recommended by the current DCN, the use of active methodologies and the advances in the teaching-service-community interaction. The surveyed teachers recognize that the interaction contributes to the training of health professionals able to meet the social demands, in addition to providing multiprofessional and interdisciplinary experiences in real practice scenarios. Nevertheless, several challenges should be surpassed in order to ensure a quality education capable to insert the undergraduate students into the services in a context of poor infrastructure of SUS, predominant hospital-centered model, curricula fragmented in disciplines, emphasis on technical training, little appreciation and stimulation to practices outside the walls, refusal of some teachers in participating in the interaction, among others. Thus, we can highlight the need to institutionalize the teaching-service-community interaction, besides the appreciation of initiatives that foster and soften the teaching in multiprofessional and interdisciplinary activities, with a view to involving all actors ? teachers, students, health professionals, users and managers, in addition to awakening the commitment of all institutions involved in changing the health training and in transforming the health care processes.
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/23929 |
| Date | 04 July 2017 |
| Creators | Mendes, Tatiana de Medeiros Carvalho |
| Contributors | 01080958436, Costa, Iris do C?u Clara, 14076152468, Medeiros J?nior, Antonio, 15495728491, Silva, Edna Maria da, 07564007400, Meneses, Lenilma Bento de Ara?jo, 48629430478, Andrade, Fabia Barbosa de |
| Publisher | 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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