O ensino profissional técnico de enfermagem e a formação para o SUS.

Abstract

This research addresses the nurse technician training program in the context of the Brazilian Unified Health System (SUS - Sistema Único de Saúde). It is assumed that such learning process is anchored on the reflection and on critical problematization of reality, to understand the contradictions in the professional practice. The research was designed to analyze the nurse technician training program and its articulation with the SUS demands. It is a qualitative approach study guided by the dialectics referential. The research participants included graduates and faculty of the Minas Gerais Public Health School Nurse Technician Training Program, from the classes of 2012 to 2015. For data collection, semi-structured scripted interviews were conducted, whose interpretation is supported by Critical Discourse Analysis categories. The reports revealed studies that are constructed based on the representation of the SUS, on the offer and development of the Nurse Technician Program, and on the effects and repercussions of the program on and for the SUS. Between regularities and contradictions, the SUS is represented as an ideological, dynamic system under construction, which determines the work processes of nurse technicians. Dialectically, the same system that has nurse technicians working in it without the due qualification is also the main object/topic for the nurse technician training programs. The offer and development of nurse technician training program is marked by discourses that portray the integration between training program and work, acknowledging that the workers' experience is essential to the learning process in the training program that will meet the SUS demands. The offer of the nurse technician training program in the SUS context is presented in a complex manner, with discourses produced based on historically structured practices in the field of Nursing. The training program development include guidelines from the National Policy on Permanent Education (PNEPS - Política Nacional de Educação Permanente) specific for the technical training program, such as the pedagogical qualification of the faculty and the integration between training program and work. However, contradictions are revealed in terms of faculty autonomy and the education process' affiliation to technical and pragmatic concepts, thus instrumentalizing faculty and students to adapt to work process. It is concluded, therefore, the training program reproduces hegemonic paradigms from traditional education, from professional training, and from the Nursing profession. Although the technical influence is detected, it was possible to analyze the effects and repercussion of the program on and for the SUS, related, on the singular dimension, to the individual changes to the professional attitude of graduates, and on the structural dimension, to the assimilation of the political discourse of health. The synthesis, although temporary, indicates that the nurse technician training program meets the SUS requirements.