Política de inserção de psicólogos egressos das residências multiprofissionais em saúde na docência

Abstract

The influence from the Residências Multiprofissionais em Saúde - Multiprofessional Residencies in Health (RMS) in the teaching trajectories of psychologists was investigated. The RMS are a Latu Sensu post-graduate program, focused in services from the Permanent Education in Health - Educação Permanente em saúde (EPS). This is a qualitative research, guided by authors of the post-critical theory in Collective Health, Psychology and Education. The study identified 51 psychologists in RMS programs with a communitary base, among which 23 have worked in teaching according to the Lattes platform. Other seventeen, aged between 28 and 39 were interviewed; in their majority, they all had more than 5 years of experience in public and private IES, and less than five years from their last work at RMS. As for the experience at teaching, they were distributed between over five years of teaching experience; among five to two years; and with less than two years of experience. Most accumulates activities in health assistance and/or technical assistance alongside teaching. The presential semi-structured interviews and the long distance ones were transcribed in four axis: Professional Trajectory; Contributions to RMS; Teaching Practice and the Relationship between teaching trajectory and RMS. A large part of the participants started their professional trajectory in public policy or the RMS. The RMS experience was considered a “watershed moment”, with the potential to provoke an ethical-political-pedagogical twist when faced with the hegemonic model of health qualification and adding other ways to practice psychology, producing engagement and materiality for the teaching work. The teaching trajectory is a production that cannot be unlinked from the scenario of a shrinking job market in the public sector, the growing job offers for the private educational system. As a teaching professional, there are challenges in making the pedagogical principles of the EPS into operation, especially the resistance of professors and students to active learning methodology, the discourses from traditional pedagogy and the decoupling of theory-practice.