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Previous issue date: 2015-04-24 / O presente estudo teve como objetivo construir e realizar um curso de capacita??o
pedag?gica ? dist?ncia para profissionais de sa?de que exercem fun??es de
preceptoria em institui??es p?blicas de sa?de. A preceptoria em sa?de ? uma pr?tica
pedag?gica, que ocorre no ambiente de trabalho, conduzida por profissionais da
assist?ncia, com cargo de professor ou n?o, onde a grande maioria desses atua de
forma intuitiva, reproduzindo sua pr?pria forma??o, confundindo transmiss?o de
informa??o com ensino. Estes preceptores muitas vezes n?o dominam os saberes
pedag?gicos, necess?rios ? organiza??o de a??es formativas, tais como os diversos
processos de ensino-aprendizagem e as diferentes modalidades de avalia??o. Esta
? primordial no processo de forma??o dos discentes da ?rea da sa?de, sendo por
ocasi?o dos est?gios supervisionados que o processo de ensino-aprendizagem
fundamenta-se na experi?ncia pr?tica com a participa??o em situa??es reais de vida
e de trabalho profissional. Foi realizado um estudo do tipo explorat?rio, descritivo de
abordagem qualitativa, com o desenvolvimento do curso de preceptoria em ensino
na sa?de como produto final. Aplicado question?rio semiestruturado no per?odo de
maio a julho de 2014, foram avaliados 162 profissionais de sa?de que desenvolviam
a preceptoria, o que tornou poss?vel tra?ar o perfil do preceptor e identificar as
necessidades pedag?gicas que fundamentou a constru??o do conte?do
program?tico e a an?lise da percep??o destes profissionais quanto a preceptoria
atrav?s da identifica??o de tr?s categorias: valoriza??o do conhecimento cl?nico;
valoriza??o da orienta??o profissional e valoriza??o da forma??o do futuro
profissional. O curso foi disponibilizado na modalidade ? dist?ncia atrav?s da
plataforma Moodle com carga hor?ria de quarenta horas nos meses de outubro e
novembro de 2014, com o objetivo de capacitar os profissionais de sa?de para o
desenvolvimento de habilidades e compet?ncias necess?rias ao exerc?cio da
preceptoria atrav?s de reflex?es sobre os conceitos de preceptoria, forma??o
profissional dentro das Diretrizes Curriculares e preceitos do SUS, o papel do
profissional de sa?de enquanto educador, aplica??o de metodologias ativas de
ensino aprendizado, e m?todos de avalia??o. As inscri??es foram realizadas on-line
atrav?s de link; das 300 vagas oferecidas, 243 profissionais se inscreveram, e 133
que exerciam preceptoria foram selecionados, destes 48 profissionais executavam
sua pratica no local do estudo. O curso teve dura??o de 45 dias, e contou com
tutores respons?veis por interagir e avaliar os alunos. Participaram do curso 28
profissionais, 12 conclu?ram. Oportunidades de melhoria foram identificadas para
estimular a participa??o, por?m a satisfa??o dos concluintes nos leva a confirmar
que, investir em qualifica??o do preceptor, partindo dos preceitos da Educa??o
Permanente, proporcionar? uma maior apropria??o dos saberes para o ensino e
consequente conscientiza??o do seu papel de educador no ?mbito do trabalho,
facilitando a integra??o entre teoria e pr?tica e consequente melhoria do processo
de ensino-aprendizagem. / This study aimed to construct and carry out a distance course of pedagogical training
for health professional performing preceptorship functions in public health institutions.
The preceptorship in health is a pedagogical practice that occurs in workplace, led by
assistance professionals with teaching position or not, where the vast majority of
these acts intuitively, reproducing their own training, confusing transmitting
information with education. These preceptors often do not dominate the pedagogical
knowledge, necessary for the organization of training activities, such as the various
teaching-learning processes and the different assessment types. Student supervision
is essential in the training process of students in the health field, and on the occasion
of supervised internships that the teaching-learning process is based on practical
experience with participation in real life situations and professional work. It was
realized an exploratory study, descriptive with qualitative approach, with the
development of tutoring teaching course in health as final product. Applied semi
structured research instrument from may to july 2014. It were evaluated 162 health
professionals who perform the preceptorship, which made it possible define the
preceptor's profile and identify the educational requirements related to the
educational process, which justified the construction of the program content and the
professionals? perception analysis about preceptorship through identification of three
categories: clinic knowledge valuation; valuation of professional orientation and
valuation of professional future. The course was available on distance mode through
Moodle platform with forty hours of work load from October to November 2014. With
the aim of capacitate the health professionals to development of necessary abilities
and skills to tutoring performance through thoughts about tutoring concepts,
professional training within the curricular guidelines and SUS precepts, the role of
health professionals as educators, application of active teaching methodologies, and
evaluation methods. The applications were done online through the provided link;
300 vacancies offered, 243 professionals applied, chosen 134 that works on tutoring,
where 49 represented professionals that works on the location of the study. The
course lasted 45 days, and counted with tutors responsible to interact and evaluate
the students. 28 professionals joined the course, 12 concluded. Opportunities were
identified to stimulate the involvement, however the professionals? satisfaction shows
that, make an investment on tutors education, starting from the Permanent Education
precepts, will provide a bigger appropriation of the knowledge to the education and
therefore the awareness of their role as an educator on work ambit, proportioning
essential tools to tutors act while enabler of integration between theory and practice
and result better teaching-learning process.
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/20207 |
| Date | 24 April 2015 |
| Creators | Silva, Edna Marta Mendes da |
| Contributors | 78150361987, http://lattes.cnpq.br/5614479933447169, Diniz J?nior, Jos?, 47611570463, http://lattes.cnpq.br/7913193754933633, Girondi, Juliana Balbinot Reis, 01635028973, http://lattes.cnpq.br/4293198625231827, Sebo, Luciara Fabiane, 98399373915, Tourinho, Francis Solange Vieira |
| Publisher | Universidade Federal do Rio Grande do Norte, SEM PROGRAMA, 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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