Avaliação da aprendizagem das práticas profissionais em saúde: problematizando processos avaliativos em programas de residência em área profissional da saúde – o caso do INCA

Abstract

This thesis aims to identify the limits and possibilities of the assessment of practical learning, discussing how preceptors and residents of the residency programs in professional health areas at the National Cancer Institute (INCA) relate to assessment practices and possible changes in the process. To this end, discussion groups were conducted, separately composed of representatives of the teaching-care staff and composed of the residents. The theoretical-methodological framework adopted was Institutional Analysis and research-intervention, which presupposes a micropolitical intervention in the social experience. The study addresses models of practice and health education, aiming to support the understanding of the training model adopted at INCA. It also explores different theoretical perspectives on learning assessment, highlighting authors who discuss formative assessment practices and the assessment of learning as a pedagogical device that produces subjectivity. The effects of in-service teaching in health residency programs are debated based on studies that relate health conditions and the suffering generated by and within work. This research also discusses the factors that limit teaching work in the health field and considers Permanent Health Education as an active space for teaching-learning processes. The study offers reflections aimed at contributing to the success of the professional training provided by INCA. The thesis affirms the need to view assessment as a supportive strategy in professional health education. Finally, it highlights the importance of the Institution defining the place that education holds among its priorities, offering institutional support for teaching activities, and recognizing and valuing the work of professionals who perform teaching, tutoring, and preceptorship roles.