Formação profissional em saúde e práticas de educação popular nas estratégias de saúde da família.

Abstract

This research analyzes the Vocational Training and the relations with the popular education in the Strategies Family Health territories. It is referenced in the philosophical assumptions of Paulo Freire and the contributions of theoretical support of Thompson, Doimo, Brandão and Vasconcelos. Methodologically, the study has a qualitative approach and seeks through the participatory research elements, supported by the work of Brandão (1990; 1999) discuss, organize and collectively build new knowledge and reflections on the experience of students in health practices, based on popular education. Considers the spaces of the Family Health Strategy as a space of organization for the National Policy of Primary Care, the implementation of the health care model and participating in health training process, inviting the subject - health professionals, educators / teachers and students - to participate in the construction of knowledge and organizing this collective materials by triangulation of data as, Triviños (1987) and Minayo (2007). The instruments used in the construction of the corpus were: dialogues with relevant people in the researched area, an organized field journal; free observation with written and audio recording; standard variable survey questionnaire – written answers, and focus groups with guiding topics for discussion, recorded in audiovisual. In the content analysis, the theoretical categories of culture, need, health, experience, dialogue, praxis, as emancipatory possibility of autonomy and development of the comprehensive care of the population. As a result, what we evidence when systematized the experiences of students in cultural, social and political dimensions of the professional training process immersed in popular education practices, is a set of elements and attributes that permeate this learning process and reveals in its entirety the essence that the components of teaching, extension and research forms part of that training. It was conclude that the students perceive themselves involved in learning that goes beyond learning to read and reread the theoretical technique of classroom content. Emerge a reality never before experienced and felt, it shocks, creates fears, but develops curiosity, criticism, affection, loveliness, reveals their weaknesses and potential, discover differences and similarities in social contexts, they understand their role as a person and as a future professional in the world and also they recognize others also as a subject, which will be part forever of their practice of health care.