Práticas educativas na atenção primária de saúde sabre diabetes mellitus: a estratégia do mapa de conversação

Abstract

Introduction: Educational practices grounded in the dialogic model, enable the exchange of experiences and knowledge, both necessary to adopt new behaviors and attitudes on the part of the user with Diabetes Mellitus type 2 (DM2). The application of these practices demand that health professionals are trained and develop a critical and reflective thinking about the educational process. Objective: To analyze the educational practices in DM, via the map conversation in the training of health professionals in primary care. Methodology: This is a descriptive exploratory study conducted with 14 professionals involved in four Basic Health Units in Belo Horizonte / MG, 2012. Discourses emerged the following categories: conversation as a strategy map participatory learning and cognitive, behavioral and social practices that interfere with self-care. Results: The statements underscore the difficulty of professionals to plan and organize the educational process. We observed the importance of knowing the user's context, valuing the feelings, beliefs and factors can influence the practices of self-care user. Conclusion: The use of conversational map favored the sharing of knowledge and encouraged health professionals to reflect on the need for preparation for the conduct of operational groups and the challenges faced by users to practice self-care.