Integração ensino-serviço na formação de residentes multiprofissionais em saúde na perspectiva do docente

Abstract

The Multidisciplinary Residences Program in health search to transform the pratics of public services of Brazilian Health through of the formation in service of professional according to the principles of the Health Unic System. For this, it s necessary the involvement of the professionals in formation with the workers in service and the teachers of educational institutions in order to integrate the scientific knowledge, theoretical and practical. Thus, this research aimed to analyze the conception of teachers of a Multidisciplinary Residence Program in health about the teaching- service integration in the formation of residents; know development and the strategies used by teachers of the Multidisciplinary Residence Program in health to propose actions of teaching-service integration in the formation of residents formation; identify difficulties and facilities in the teaching-service integration actions in the formation of residents of the Multidisciplinary Residence Program in Health. This is a qualitative, exploratory and descriptive research survey of thirteen teachers acting in the Integrated Multidisciplinary Residence Program in Public Health in a city of the state of Rio Grande do Sul, Brazil. The data were collected in the period from March to July 2015 through systematic observation and semi-structured interview. After this, the data were transcribed and analyzed by operational analysis proposed by Minayo, wich allows the generation of three categories: Teaching- Service Integration; dialectical movement in the learning process; between the plots of the development of teaching-service integration; and the teaching-service integration in residents formation: difficulties and facilities. The ethical aspects of research with humans beings was respected according to Resolution 466/12 of the National Health Council. The results showed that the teachers conceive the teaching-service integration as a strategy for the meaningful learning and also to practice for building knowledge. Moreover, to the development of this integration is necessary to understand the role and the importance of each instance involved and the role of the residents, teachers and tutors, as well actualize the relationship between graduate students and residents. It concludes that teaching-service integration provides conditions and learning for the resident and everyone involved ins this relationship. However, it requires continuous reflection and clear and co-responsible pacts that encourage the educational process according to the public health policies.