O Instituto Regional FAIMER-BRASIL na formação de educadores das profissões da saúde

Abstract

The FAIMER-Brasil Regional Institute (FRI-BR) is a hybrid teacher training strategy in the area of ​​health that encourages cooperation favored by a community of practices. The present thesis consists of three chapters that aim, respectively: 1 - to verify the formative results of FRI-BR; 2 - know the participants' perception about the training experienced at FRI-BR; 3 - identify the relationship between the community of online practices and the teacher development processes of the participants. In chapter 1, an integrative literature review was carried out based on the available evidence on the FRI-BR using searches in databases and gray literature. The sample consisted of 10 studies that demonstrated that the most prevalent FRI-BR themes are related to the health policies of the Unified Health System, which differs from other countries that do not have universal health coverage and point to the need for methodological designs with a higher level of evidence, with an emphasis on longitudinal monitoring of program participants. In chapter 2, an analysis of the participants' perceptions about the training process was carried out through a semi-structured video conference interview conducted with 20 subjects (fellows and faculties). A content analysis was performed using the WebQDA software. The results showed that FRI-BR has a positive influence on teacher development in the participants, with an emphasis on training that differentiates teaching professionals and that resignifies them as a reference in the area of ​​education for health professions. The discontinuity of the face-to-face moments of the program in Brazil provokes the discussion of FRI-BR's sustainability and financing mechanisms. In Chapter 3, a netnography of the communications carried out in the FRI-BR practice community (listserv) was carried out, together with interviews with the same participants from the previous chapter about the community and the teacher development process. 577 emails were analyzed from 2018 to 2019. The data were analyzed using the Kirkpatrick model that demonstrated that the teaching development of the participants is complemented in this environment through emotional support, information sharing and request and interactive dialogue in the environment virtual, as well as the possibility of applying knowledge in the educational reality of the teacher. The change processes in the participants' professional activities start from the problematization of the information exchanged between the members in the qualification of the educational innovation proposals.