Educação permanente no cotidiano dos trabalhadores da saúde: um olhar para o Hospital Risoleta Tolentino Neves

Abstract

This study aimed at analyzing Permanent Education in Health movements at Risoleta Tolentino Neves Hospital. Research was focused on the analysis of micro-policy health work based on the restructuring of the Permanent Education in Health Policy in progress at the institution. In order to carry out the study, qualitative approach was chosen, supported by approximations to the interference research and experiential learning benchmarks. The study scenario was Risoleta Tolentino Neves Hospital, an institution belonging to the public health network in Minas Gerais, Brazil. Workers linked to support, administrative, assistance and management activities, participated in the survey, and they were all considered benchmark workers. In order to collect data, focus group, interview and observation techniques were employed. Data were submitted to Critical Discourse Analysis. During the exploration and construction movements of the field of research, two analysis plans were identified, both of them simultaneous and intrinsic to each other: the Downward Movement, which presents findings related to the necessary institutional processes in order to enable permanent education restructuring, and the Upward Movement, which highlights the workers perspective on the working potential regarding teaching-learning processes. The findings associated to the Downward Movement plan made it possible to lay out a timeline featuring the main landmarks that were experienced during the restructuring proposal, making it possible to understand the potentialities and difficulties underlying the construction of permanent education spaces. It is necessary to overcome the coexistence of contradictory educational paradigms and to progress in the movement of sensitization so as to acknowledge the value and legitimacy of the workspace as an education space. Learning and experiencing are processes which outreach the mind and also affect the body. Thus, in work and learning relationships, workers obtain gains that surpass technical aspects and reverberate through life. Another finding points to the essentiality of professional appreciation through the creation of spaces for dialogue, reflection, listening and discussion of work-related values, as well as to the workers feeling of belonging and engagement and to the sharing among the group. This proposal was characterized by moments of opening and closing, which enabled those involved to experience the dialectical chain of seeing from a transversal point of view considering the present, the past and the future. Building a space for articulation requires time, willingness for change, investment in people, and interest in transformation. This is a possible practice because it is supported by the current administrative organization and also because its precepts take place in an informal way, although lacking the necessary legitimation in order to grant it recognition. From the perspective of improving the Unified Health System, permanent education is a device that is capable of promoting changes in the quality of health care by enabling moments of reflection, criticality and creativity. It is expected that the results of this study may contribute to raise visibility and sayability to the permanent education movement that takes place in actual healthcare practices, opening possibilities for the experience of the new and the non-instituted.