Concepções de educação e trabalho nos projetos político-pedagógicos da residência integrada multiprofissional em saúde do HU-UFMA

Abstract

The training of workers for the Brazilian Unified Health System (SUS) occupies a strategic position in the debate on the qualification of health practices and the strengthening of the principles of the Brazilian Health Reform. In this context, the Integrated Multiprofessional Health Residency (RIMS) constitutes an important

modality of in-service training, articulating teaching, work, and health care, con- solidating itself as a training strategy in expansion in the country. However, these

training processes develop in a context marked by profound transformations in the world of work and by changes in the management of public health policies,

particularly in university hospitals. The incorporation of management mecha- nisms inspired by business rationality, expressed by the actions of the Brazilian

Hospital Services Company, highlights the coexistence of different conceptions

of education and work in health. In this scenario, it becomes necessary to inves- tigate how the training of health professionals, including social workers, whose

work, in line with the ethical-political project of the profession, is committed to the

defense of health as a universal right, has been oriented. Furthermore, consider- ing that the RIMS (Integrated Rehabilitation of Health Practices) proposes the

transformation of health practices through on-the-job training and learning built

within the work process itself, it becomes pertinent to reflect on work as an edu- cational principle and on the conceptions that guide this training. It is in this con- text that the RIMS of the University Hospital of the Federal University of Mara- nhão (HU-UFMA) is situated, a reference institution in the state both in healthcare

and in the training of professionals through undergraduate, multi-professional,

uni-professional, and medical residencies. Therefore, this research aimed to an- alyze the conceptions of education and work present in the Political-Pedagogical

Projects (PPPs) of the RIMS at HU-UFMA.To this end, the historical-dialectical

materialism method was adopted, developing bibliographic and documentary re- search. Currently, the RIMS (Regional Interdisciplinary Program in Health) of HU- UFMA (University Hospital of the Federal University of Maranhão) is organized

into nine PPPs (Pedagogical Projects), distributed across different areas of con- centration. From this set, five PPPs were selected for analysis, as they include

social workers among the professions that are part of the program's multidiscipli- nary teams. The results show that the analyzed PPPs are predominantly based

on the principles of Continuing Education in Health, valuing learning built from

concrete work experiences, the integration of teaching and service, and multidis- ciplinary action. However, the analysis also revealed the presence of tensions

and contradictions, especially related to the incorporation of managerial mecha- nisms characteristic of business logic, such as the adoption of competency-based pedagogy, which tends to reinforce pragmatic and technicist perspectives of

training. These elements express the coexistence of distinct training and man- agement projects within the multiprofessional residency program, which, on the one hand, reflect critical, emancipatory perspectives committed to the principles of the Brazilian Unified Health System (SUS), and, on the other hand, reproduce trends in productivity, performance, and rationalization of work processes.