Abstract
Abstract Objective: To analyze the literature on permanent education, identifying the conceptual evolution and its application in health services in Brazil. Method: An integrative review of the literature was performed. A total of 54 studies written in English, Portuguese and Spanish, published from January 1970 to May 2016 from the databases of the Virtual Health Library, were included. Results: Conceptual problematization was highlighted as a contribution to educational actions, indicating a conceptual development of permanent education in Brazil. However, permanent education actions sometimes occur independently from the work process. There are difficulties in understanding and application, with repercussions for health services, revealing that professionals' and managers' commitment is a challenge. Implications for practice: Continuing education is a field that lacks investments for the transformation of reality in the health service routine in Brazil.
Highlights
The discussion on education as transformative practice and meaningful learning is essential for permanent education (PE), as it represents an important field of knowledge and practice in the health area
In terms of the general characteristics of publications, 51 were written in Portuguese, one in English, and two in Spanish. The majority of those in Portuguese were influenced by the selection of articles in Portuguese, when duplicated into Spanish and English, not enabling us to affirm that the theme of Permanent education in Brazil is not sufficiently covered by the international literature
Nursing showed a relevant number of publications, enabling one to infer that nurses have been more interested in studying Permanent education in their practice
Summary
The discussion on education as transformative practice and meaningful learning is essential for permanent education (PE), as it represents an important field of knowledge and practice in the health area. The concept of education encompassing the construction of critical awareness and reflective reasoning for human development[2,4] has guided discussions on permanent education in the health sector in Latin America and Brazil, guided the Pan American Health Organization (PAHO) in the 1970s, with a focus on the work process, appreciation of experiences and practices in health care for social subjects, aiming to redirect health education processes, in view of learning in the workplace In this sense, the debates have advanced, triggering changes in the existing concepts of professional education.[5]. The idea that health professionals were essential for the required changes in the ways health care occurred was defended.[6,7]
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