A formação do enfermeiro no estado de São Paulo: aspectos relacionados à Política Nacional de Saúde
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Data
2017-02-15
Autores
Peres, Cássia Regina Fernandes Biffe [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
A construção de um novo modelo de saúde vem demandando transformações nos processos de formação dos profissionais. As Instituições de Ensino Superior têm buscado a implantação de ações que possibilitem o desejável processo de transformação na formação do enfermeiro. Este estudo analisa como a formação do enfermeiro no estado de São Paulo se aproxima da Política Nacional de Saúde. Por meio da hermenêutica-dialética, foram analisadas as entrevistas de 21 professores e os Projetos Pedagógicos de seis cursos de Enfermagem do estado, três públicos e três privados. Constatou-se que as mudanças curriculares caminham entre ações e contradições, permeadas por movimentos de adesão e de resistências dos docentes e o conceito ampliado de saúde se contrapõe à visão biologicista. Na relação teoria e prática, verifica-se que as matrizes curriculares organizadas por disciplina e o momento em que essas são inseridas na formação levam à dicotomia entre ciclo básico e profissional, sendo pouco significativa aos estudantes. Na integração ensino e serviço, tem ocorrido a dependência da conjuntura política, em que as ações são desenvolvidas de forma isolada pelos diferentes atores, o que pode ser minimizado com acordos formais de parceria e planejamento conjunto, envolvendo o macro e o micro espaços de atenção. A diversificação dos cenários de prática vem ocorrendo com a aproximação dos estudantes em locais extramuros hospitalares, principalmente na Atenção Básica. As dificuldades dessa formação relacionam-se ainda, com a pouca valorização social da enfermagem e com o perfil do ingressante que conta, quase sempre, com a baixa qualidade do ensino fundamental e médio. Observam-se esforços no sentido de atender ao perfil de formação esperado para o enfermeiro, porém, mudanças efetivas envolvem contínuos desafios que demandam a desconstrução dos princípios flexnerianos, ainda arraigados nas organizações institucionais, para seguir em direção ao agir transformador.
The construction of a new health’s model has been demanding transformations in the processes of professional training. Higher Education Institutions have sought to implement actions that make possible the desirable process of transformation in the training of nurses. This study aimed to analyze how the training of nurses in the state of São Paulo is close to the National’s Health Policy. The interview of 21 teachers and the Pedagogical Projects of six nursing courses in the same state, being three public and three private institutions, were analyzed through hermeneutics- dialectical. It was observed that the curricular changes walk between actions and contradictions, permeated by movements of adhesion and resistances of the teachers and the extended concept of health is opposed to the biologicist vision. In the relation theory and practice, it is found that the curricular matrices organized by discipline and the moment in which they are inserted in the formation leads to the dichotomy between basic and professional cycle, being a little significant to the students. In the integration of teaching and service dependence on the political conjuncture occurs, actions are developed in isolation by the different actors, which can be minimized through formal agreements of partnership and joint planning, involving macro and micro spaces of attention. The diversification of the practice’s scenarios has been occurring with the approach of the students in places outside of the hospital, mainly in Primary Care. The difficulties of this training are also related to the low social value of nursing and to the profile of the enrollment that counts on the low quality of elementary and secondary education. Efforts are being made to meet the training profile expected for nurses, but effective changes involve continuous challenges that demand the deconstruction of Flexnerian principles, which are still rooted in institutional organizations towards transforming action.
The construction of a new health’s model has been demanding transformations in the processes of professional training. Higher Education Institutions have sought to implement actions that make possible the desirable process of transformation in the training of nurses. This study aimed to analyze how the training of nurses in the state of São Paulo is close to the National’s Health Policy. The interview of 21 teachers and the Pedagogical Projects of six nursing courses in the same state, being three public and three private institutions, were analyzed through hermeneutics- dialectical. It was observed that the curricular changes walk between actions and contradictions, permeated by movements of adhesion and resistances of the teachers and the extended concept of health is opposed to the biologicist vision. In the relation theory and practice, it is found that the curricular matrices organized by discipline and the moment in which they are inserted in the formation leads to the dichotomy between basic and professional cycle, being a little significant to the students. In the integration of teaching and service dependence on the political conjuncture occurs, actions are developed in isolation by the different actors, which can be minimized through formal agreements of partnership and joint planning, involving macro and micro spaces of attention. The diversification of the practice’s scenarios has been occurring with the approach of the students in places outside of the hospital, mainly in Primary Care. The difficulties of this training are also related to the low social value of nursing and to the profile of the enrollment that counts on the low quality of elementary and secondary education. Efforts are being made to meet the training profile expected for nurses, but effective changes involve continuous challenges that demand the deconstruction of Flexnerian principles, which are still rooted in institutional organizations towards transforming action.
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Palavras-chave
Educação em enfermagem, Currículo, Sistema Único de Saúde, Pesquisa qualitativa, Nursing education, Curriculum, Unified Health System, Qualitative research