Abstract
To assess the understandings of a pedagogical intervention on the Brazilian National Policy of Permanent Health Education targeted at secondary technical and vocational nursing students. Applied, pedagogical intervention study conducted with twenty-three students of a secondary technical nursing course; questionnaires, focal group, and thematic content analysis were employed. Intervention, collectively built by manager, nursing teachers, and researchers, is assessed to have led to a problematization of the concepts of education and continuing and permanent education. The following thematic categories emerged from the analysis: Prior knowledge of students and understandings of the classroom intervention; Relation between permanent education and educational welcome in health units; Ethics concerns and the articulation of care practice and theory; and Work process and approximations to permanent health education. The pedagogical intervention is assessed to have favored the critical reflection of the aspiring nursing technicians on permanent health education and the need for a collaborative pedagogical planning for aligning the health team's work process.
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