Formação em saúde coletiva e integralidade: saberes e práticas de ensino em cenários diversificados de aprendizagem.

Abstract

The undergraduate public health is an innovation in Brazil. It brings a diversity of bets, expectations and possibilities to the goals of the movement for Brazilian health reform. The integrality in health has a lot of importance in the Brazilian public health and this constitutional principle must be reflected in the professional practices of those futures sanitarians. Therefore, it is necessary a public health education approached by the integrality in health. This dissertation aimed to comprehend values and meanings that appear in undergraduate public health education by the integrality in health perspective. It was an exploratory qualitative research with an observational method that investigated the education of the students in several learning scenarios. The units of analysis were the entire eight practice-theoretical discipline Integrated Activities in Public Health (AISC - Portuguese acronym) of the undergraduate course on public health at the Institute of Public Health Studies of the Federal University of Rio de Janeiro. The data collection techniques were the document analysis of the course s political pedagogical project and the disciplines programs, the participant observation of the education practices in several learning scenarios, and the interviews with students that took AISC. The data were categorized according the EnsinaSUS fields of activities and analyzed and interpreted with the theoretical approaches of the public health, the human and social sciences, and the pedagogy. There were observed four learning scenarios and interviewed 15 students of different years. The document analyses reveals that integrality in health is a pivot in the course. However, it was observed in the data that the ethical-political orientations did not materialize all the time in the education practice. The research revealed the many actors involved in the education practices and their interactions at the institutions, as well as the consonances and dissonances of the education by the integrality in health approach. Some experiences presented singular relations between work and education processes. Those relations were positives to the students education and the health care s improvement. The learning scenarios described and analyzes in those cases were really places to the incorporation and production of the health care. They allowed the students to apprehend the reality and to exercise their creative potential of articulation between knowledges and practices to give careness responses to the concrete situations. Nevertheless, there were also observed experiences without integrality in health. Those situations implies the necessity of teacher s qualification to an education for integrality in health and permanent education in health to the preceptors.