Características da educação permanente em saúde: uma exploração cartográfica

Abstract

Permanent health education (EPS) is a concept-tool used as a strategy for transforming everyday work practices, in which Primary Care, which orders care, is a potent space for the development of EPS movements. It became public policy in 2004 and since then it has brought together characteristics of those who manage it and executes it, sometimes distorting the intentionality for which it was created and the concept of EPS itself. In this way, this dissertation explores the forging of PNEPS and the concept of EPS, with narratives produced from the meetings with its creators and militants. Cartography and interference research were used as a methodological path, providing meetings with workers and managers of basic health units and managers of the technical areas of education and primary care in a Brazilian capital, producing conditions that were, in part, uncomfortable. In these meetings, reports about EPS were linked to unsystematic and technical moments, which made little sense to those who participated in them, in speeches in which the user did not appear or was a recipient of information. This gave rise to the desire to identify and systematize the characteristics of EPS so that it could be an instrument of use when making EPS movements, and even to identify them. Combining desire with the immobility of face-to-face meetings in pandemic times, cartography took a shortcut, making virtual meetings with Laura Feuerwerker, Ricardo Ceccim and Emerson Merhy a central path. Thus, from the encounters with the forgers of PNEPS and the concept of EPS, and from the encounter with the available bibliographic productions, this dissertation is composed of nine chapters. One of them fulfills the role of presenting me as a cartographer and as I have been involved with the theme of education in and in health since my graduation, resulting in the desire to go deeper into EPS, using this dissertation as a product. In another, I present the cartographic path and how throughout the meetings the lack of visibility of EPS movements affected me, causing new paths to be drawn, so that it was possible to bring in light palpable characteristics for the recognition of EPS movements. . As a main chapter, in an effort to identify, I unravel the principles and characteristics of EPS, describing and exemplifying one by one. I present the bibliographic review that was being built and updated along the way, in which I problematize the results found, where an analysis of the context and the conduct of the policy is not proposed, nor do they suggest solutions to the problems identified. I call into question the formulation and implementation of the PNEPS, in a movement to understand how it was being forged by each management that went through it, and how this reflects in the making of EPS. I describe EPS not only as a policy of the Unified Health System or of learning in / through work, but a field in disputes about meaning for EPS and for what it produces in the daily life of services. And I expose the fact that EPS is not just theory, a vocabulary or a fixed set of practices and routines, but a concept-tool. In this way, this dissertation collaborates in a systematic way to understand the concept-tool of EPS and its implementation in Primary Care and in the entire Health Care Network, contributing so that workers, managers and users can concretize EPS in subjective production care, in the quality of shared care, transforming subjects into protagonists, and work into desiring.