Abstract
to analyze the nurse's educational practice in Family Health Strategy. descriptive study with a qualitative approach, whose data production used the World Café group technique, in two meetings, with 26 nurses of a health district of Manaus-AM. The technique used was Categorial-Thematic Content Analysis. the study generated two units of analysis: Political and Organizational Configuration of Educational Work at ESF and Operational Configuration of Educational Work at ESF, revealing the necessary (re)configurations in co-management, in the centrality of the subject for the planning of educational work, and in (re)pactuation between the management of services and training institutions to overcome contradictions in the implementation of National Policies on Permanent Education and Basic Health Care. the configuration of nurses' educational practice at ESF works toward interactions, organized to respond to health policies, incorporating creativity in doing, but facing numerous obstacles.
Highlights
OBJECTIVES etymologically, the term praxis has the approximate meaning of practice, this manuscript assumes its broadest meaning, controversial and procedural, materialized in the movement of action beyond conduct(1)
The ESF was born in Brazil in 1994, formulated by the Ministry of Health (MH) and launched under the name of the Family Health Program (PSF), a program of Primary Health Care (APS) that sought to differentiate itself from the model previously under development
Of the ten research codes, five formed the Analysis Unit called “Political and Organizational Configuration of Educational Work in ESF,” and five codes constituted the Unit “Modes of Doing Educational Work in ESF.”Chart 1 presents each Analysis Unit, its respective codes, indicating their magnitude according to the number of discursive segments that compose them(1)
Summary
OBJECTIVES etymologically, the term praxis has the approximate meaning of practice, this manuscript assumes its broadest meaning, controversial and procedural, materialized in the movement of action beyond conduct(1). The specific form of praxis to be approached is the educational praxis materialized in individual and collective manifestations of nurses who act in the Family Health Strategy (ESF)(1). In 1997, it started to be defined as a strategy because it was a “program” but a policy with organizational and substitute character, facing the traditional model of primary care(1). It is part of the health sector reform process, supported by the Federal Constitution, aiming at increasing accessibility to the health system and increasing actions on prevention and health promotion(1,3)
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