Forma��o de profissionais de sa�de na perspectiva da integralidade / Formation of heath professionals from a comprehensive perspective

RESUMO

Este artigo discute a integralidade como eixo norteador na forma��o de profissionais de sa�de do Sistema �nico de Sa�de (SUS), uma vez que � uma das diretrizes requeridas pela Constitui��o Federal para as a��es e servi�os de sa�de p�blica. Destaca que a forma��o na perspectiva da integralidade tem sido pouco problematizada para a sua relev�ncia. Aborda os diversos sentidos da integralidade e as conex�es existentes entre tal conceito e as mudan�as paradigm�ticas que v�m ocorrendo na forma��o em sa�de. Inclui uma revis�o sobre as concep��es de curr�culo e educa��o permanente, enfocando a quest�o da forma��o na perspectiva da integralidade. Utiliza a revis�o bibliogr�fica e a discuss�o coletiva realizada por t�cnicos de uma escola de sa�de p�blica do SUS e conclui que a forma��o na perspectiva da integralidade inclui como eixos norteadores para a sua constru��o promo��o, preven��o e reabilita��o e tratamento, concep��o integral do ser humano, abordagem multidisciplinar, aten��o integral, inclus�o do dom�nio afetivo da aprendizagem, desenvolvimento da capacidade de di�logo, vis�o generalista, saberes da assist�ncia individual e da sa�de coletiva, campos de pr�tica encarados como espa�os de ensino-aprendizagem, educa��o permanente, conhecimentos acerca do SUS e das pol�ticas de sa�de(AU)

ABSTRACT

This paper discusses comprehensiveness as the guiding axis in the formation of health professionals of the National Health System (SUS), as it is one of the guidelines required by the Federal Constitution for public health procedures and services. This study emphasizes that professional formation, from a comprehensive perspective, has been subject of little concern considering its relevance. The study approaches the diverse meanings of comprehensiveness and the existing connections between this concept and the paradigmatic changes that have been occurring in health formation. It includes a review about the conceptions of curriculum and permanent education, focusing on the issue of formation from a comprehensive perspective. The study uses bibliographical review and collective discussion, performed by professionals from a SUS public health school. The conclusion illustrates that formation within the perspective of comprehensiveness includes the following guiding axes for its creation promotion, prevention, rehabilitation, and treatment, comprehensive conception of the human being, multidisciplinary approach, comprehensive care, inclusion of the affective domain in the learning process, development of a dialogue capacity, generalistic views, knowledge of individual assistance and collective health, fields of practical activity considered as space for the teaching-learning process, permanent education, knowledge about the SUS system, and health policies(AU)