Atualização do Plano de Educação Permanente (PEP) a partir do uso de metologias ativas de ensino - aprendizagem

Abstract

Reflecting on Permanent Education today requires rethinking conservative teaching approaches, as it does not propose a content-focused educational process but rather a practical and experiential learning necessary for both employees and users of the healthcare system. In this context, the relevance of discussing permanent education models and teaching-learning processes is highlighted, as these programs are expected to address various competencies, fostering a critical-reflective environment with an impact on service delivery. The general objective of this study was to analyze the permanent education plan of emergency care units (UPAs) in Salvador, investigating the current construction methodology and proposing a new model of collective construction with the adoption of active teaching-learning strategies, replicable for other healthcare units in the country. To achieve this objective, a case study was conducted in two emergency care units in Salvador, using three methodological stages and techniques: i) document research through content analysis of institutional documents; ii) a survey research through the application of a questionnaire; iii) development of tools and strategies for the application of the Permanent Education Program (PEP) in the units. These stages were accompanied by the researcher’s observation, with a statistical analysis sample of documents from 2022 and applied research with a sample of 249 responses. Data analysis was conducted using the Collective Subject Discourse technique proposed by Lefevre (2003) and through content analysis as proposed by Franco (2005). The theoretical framework of this research focuses on the historical context of SUS (Brazil's Unified Health System) and the levels of responsibility for professional training, the analysis of healthcare professionals and their training processes, and the permanent education policy, including its recognition among those involved. Simultaneously, this work analyzes different pedagogical models of the teaching process and active methodologies, as well as the professional training scenario. This is an applied research of an exploratory nature, with both qualitative and quantitative data collection and analysis. The result achieved in this study was the development of a guiding framework for the implementation of permanent education programs, prioritizing the use of active teaching-learning methodologies, including recommendations for methods and types of competencies to be addressed.