Recontextualização curricular de dois programas de residência em área profissional da saúde – modalidade multiprofissional, vinculados a um hospital de ensino : um estudo sobre a interdisciplinaridade e a multiprofissionalidade

Abstract

This paper had as a focus the curricular policy of two Residency Programs in the Professional Health Area - multiprofessional modality, linked to a Teaching Hospital, considered from the Law # 11.129 of 2005 (BRAZIL, 2005y), which established the Residency in Health Professional (RAPS). The main objective of this thesis was to analyze the process of recontextualizing the curricular policy of these Programs, with emphasis on interdisciplinarity and multiprofessionality, based on the perceptions of Program coordinators, tutors, professors, and preceptors. This is qualitative research of the multiple case study type. Data collection took place through semi-structured interviews and a documental study, analyzed using the Thematic Analysis (TA) method of Braun and Clarke (2006) supported by the webQDA qualitative data analysis software Basil Bernstein's sociological theory (1981, 1984, 1988a, 1988b, 1996, 1998a, 1998b, 2003) was the main theoretical-methodological framework adopted to understand the field of pedagogical practice and the process of recontextualizing the curriculum of the Residency Programs, areas of concentration: Cancer Care and Urgent Care. As a result, it was possible to verify that there is a need for the content of the text of the policy to subsidize the agents involved in the Programs to understand the relevance of stimulating interdisciplinarity and multiprofessionality, providing that with their pedagogical practices they emphasize what is proposed by the official pedagogical discourse, in order to to favor the accomplishment of integrative and multiprofessional activities.Research participants recognized the relevance of interdisciplinarity and multiprofessionality for the training of future professionals, but also demonstrated that they lack greater knowledge on these topics, not feeling so prepared to conduct knowledge within an interdisciplinary and multiprofessional perspective. On the other hand, in this investigation, the presence of a training institution does not represent a fundamental element for health practices to occur in an interdisciplinary and multiprofessional manner. The importance of this study is highlighted in order to see that RAPS are powerful in favoring approximations between teaching and service, reducing boundaries between areas of knowledge and professions, overcoming the ills of care fragmentation and uniprofessionality. The development of this study highlighted the need to equip the teaching staff for the development of an integral, interdisciplinary and team practice, making it possible to make this teaching-service postgraduate modality capable of training human resources capable of meeting the needs of population health. It is understood that preceptorship, as well as other activities performed by professors and tutors, demand from the health professional a qualified clinical performance combined with pedagogical skills. Therefore, in this study, training spaces to prepare them proved to be essential for the qualification of teaching-service-community integration, the effectiveness of the Health Residency policy and for the strengthening of SUS.