Educação permanente em saúde mediada por ferramentas de educação à distância: o caso da escola de formação em saúde da família Visconde de Sabóia

Abstract

Throughout the years, the methodologies and paradigms adopted for the facilitation of the process of Permanent Education in Health, with the advent of new modalities of formation and fomentation to teaching-learning, have been experiencing the increasing incorporation of information technologies and communication, especially digital, within these formative processes, through Distance Education (EAD). This study had as general objective to analyze the repercussions of courses in the EAD modality, from the perspective of Permanent Education in Health, and as specific: to delineate the demographic and professional profile of the participants; identify difficulties and motivations experienced during the course of ODL; understand how students describe the use of the EAD modality in lifelong learning; to identify if there was application of the knowledge of the courses in the daily practices of health work carried out by the professionals; mapping strategies for the improvement of the EAD course offer for SUS workers. A case study was incorporated, with a qualitative approach, of an exploratory nature. The scenario of the study was the Visconde de Sabóia Family Health Training School. Participants in the study were professionals / students (n = 30), tutors (n = 12) and coordination (n = 1) of the courses offered by the mentioned School, from 2015 to 2017. The research was carried out from August to November of 2018. In the study we used as a source of information collection: questionnaire, interviews and documents. For analysis of the information we use the Bardin Content Analysis framework, and the Microsoft Office Excel program. As results we found a significant percentage of courses avoided 46%, there were also the main difficulties perceived in the training processes in EAD the lack of involvement of the workers; the difficulty on the part of professionals in the development of autonomy and management of time; the inability of some professionals to use the technologies and handling the AVA; the insufficient time for tutoring; the insufficient time of the workers to dedicate themselves to the activities of the course. For most of the participants, ODL was considered a potent EPS tool, mainly due to the flexibility of the schedule and the autonomy it provides, as well as the opportunity to access independent training in the place of residence. The EAD courses have promoted positive repercussions for the transformation of professional practices through access to content and stimulation of reflection on professional practices. It has also been shown that tutoring plays a fundamental role in motivating students and combating evasion. As a suggestion for the improvement of future offers of EAD courses for SUS workers, we point out the incorporation of popular technological resources, the enhancement of the Saboia Platform's teaching resources, the systematic provision of courses and the daily dissemination of services to reach popularization of modality.