masterThesis
O ensino em serviço e suas implicações para a formação e o trabalho dos(as) Assistentes Sociais nos Programas de Residência Multiprofissional em Saúde
Fecha
2021-12-20Registro en:
MAFRA, Suzerica Helena de Moura. O ensino em serviço e suas implicações para a formação e o trabalho dos(as) Assistentes Sociais nos Programas de Residência Multiprofissional em Saúde. 2021. 220f. Dissertação (Mestrado em Serviço Social) - Centro de Ciências Sociais Aplicadas, Universidade Federal do Rio Grande do Norte, Natal, 2021.
Autor
Mafra, Suzerica Helena de Moura
Resumen
The present research aims to apprehend the foundations of the conception of Teaching in
Service and its relation to the training of social workers in the Multiprofessional
Residency Programs in Health at UFRN. The research aimed to apprehend the
foundations of the conception of Teaching in Service and its relation to the training of
social workers in the Multiprofessional Residency Programs in Health of the Onofre
Lopes University Hospital (HUOL/UFRN). Based on the historical-dialectical materialist
method, the bibliographic review, document analysis and semi-structured interviews were
used as methodological resources, carried out with a representative of the Potiguar
Collective of Residencies in Health and with social workers who contributed to the
Multiprofessional Residency Programs in Health of the UFRN at the Onofre Lopes
University Hospital (HUOL) between the years 2012 and 2019, in the roles of tutor,
preceptor and resident, in order to apprehend their conceptions about Service Learning
and the contributions of the Residency for professional training. The Multiprofessional
Residency in Health programs have been regulated since 2005 in Brazil as lato sensu postgraduation courses that aim to train workers for the Unified Health System from
theoretical and practical activities, guided by the conception of Teaching in Service,
through the insertion of professionals in health services. However, the organization of
these Programs, concerning primarily the workload and the theoretical axes, raises some
concerns, such as the disproportionate division between the time of work and study in the
Health Residency Programs. This organization format has directly implied long working
hours for the residents, whose professional practice in these spaces is unprotected in terms
of labor rights - because it does not configure an employment relationship -, with the need
to reconcile such activities with the demands and the short terms of the theoretical axes.
Furthermore, we observed that the dimension of social control in health is almost nonexistent as a field of training and participation of the residents. From the analyses, we can
infer that, despite being an important training and practice space in the health field, there
is a precariousness of the work and the ongoing training in the scope of the Health
Residency programs, which is legitimized by the Teaching in Service conception, whose
orientation is configured as a trend in stricto and lato sensu post-graduation programs
today. In this way, the expression of Teaching in Service refers to an education through
work that is currently subverted due to neoliberal demands and assumes technicist,
pragmatic and light-weight tendencies, expressing itself, therefore, as one of the
inflections of the neoliberal project in public higher education. Thus, we start from the
assumption that the conception of Teaching in Service that underlies the
Multiprofessional Residency in Health programs presents itself as one of the forms of
separation between manual and intellectual work, especially from the process of work
intensification. This process affects differently the training of Social Workers in these
programs, who are guided in their training and work by the Ethical-Political Project of
Social Service.