Incorpora‡Æo da dimensÆo subjetiva do trabalho em sa£de e dos princ¡pios da humaniza‡Æo no processo de forma‡Æo dos enfermeiros nos programas de residˆncia e especializa‡Æo oncol¢gica do INCA / Incorporation of the subjective dimension of the work in health and of the beginnings of the humaniza‡Æo in the trial of formation of the nurses in the programs of residence and specialization oncologic of the INCA

RESUMO

O trabalho em sa£de vem passando por transforma‡äes em fun‡Æo dos avan‡ostecnol¢gicos e por um processo de reestrutura‡Æo produtiva. A dinƒmica do crescimento econ“mico, associada a novas conquistas tecnol¢gicas e a novos conhecimentos, apontamnos para a necessidade de cria‡Æo de condi‡äes adequadas ao desenvolvimento de novosprocessos de aprendizagem e rompimento com os modelos tradicionais de forma‡Æo. A forma‡Æo na  rea de sa£de tem se apresentado como um grande desafio, tornando-senecess ria a introdu‡Æo de novas estrat‚gias educacionais capazes de articular o conhecimento t cito ao conhecimento te¢rico. A partir da¡ surgem questionamentos a respeito da articula‡Æo entre conhecimentos gerais e espec¡ficos, e entre ensino e servi‡o noprocesso de forma‡Æo dos profissionais. O referencial te¢rico que orienta a pesquisa tem como base o trabalho em sa£de, os conceitos de competˆncia e as diretrizes da Pol¡tica Nacional de Humaniza‡Æo. Tendo como objeto de an lise e de interven‡Æo o processo deforma‡Æo de enfermeiros em n¡vel de p¢s-gradua‡Æo na  rea de oncologia realizado no INCA, este estudo busca compreender a percep‡Æo dos alunos sobre a forma‡Æo recebida. Visa tamb‚m … produ‡Æo de informa‡äes e … an lise de experiˆncias, apontando estrat‚giaspedag¢gicas, que possibilitem uma abordagem integradora, capaz de promover o desenvolvimento de competˆncias e a valoriza‡Æo da dimensÆo subjetiva e social dossujeitos na perspectiva da humaniza‡Æo da assistˆncia. A an lise dos resultados e o relato de experiˆncias pedag¢gicas de constru‡Æo de conhecimentos a partir da realidade dos servi‡os apontam-nos para a importƒncia de assegurar a articula‡Æo e o di logo entre teoria e pr tica, o desenvolvimento de diferentesdimensäes de competˆncias e a articula‡Æo dos campos da educa‡Æo e da humaniza‡Æo. Dessa forma, Š poss¡vel formar novos profissionais, tornando-os capazes de resolverproblemas de forma criativa, inovadora e tecnicamente correta. (AU)

ABSTRACT

The work on health, because of the technological advances, has been passing through transformations and a process of reorganization on the production. The dynamics of economical growth, associated with new technological conquers and knowledge, show us the necessity of creating adequate development conditions for the new learning processes and the necessity of breaking the traditional educational models. In the health field the training has been a great challenge, therefore new educational strategies, capable of connecting tacit and theoretical knowledge, are necessary. It creates questioning about the relationship between general and specific knowledge and between the education and the service in the professional's training process. The theoretical reference which guides the research is based on the work on health, the competence concepts and the national humanization politics definition. Being the analysis and intervention subject the training of nurses in after-graduation on the field of oncology realized at INCA, this study intends to understand the perception of students about the information received. It also intends to build information about and to analyze experiences, pointing pedagogical strategies that open way for integrator approaches that are capable of promoting the development of abilities and the valuation of the subjective and social dimensions of people through the perspective of the humanization of assistance. This analysis was developed through qualitative study, applying questionnaires and carrying through focal groups. Viewing the results and the stories about pedagogical experiences of knowledge construction through service's reality, points out the importance of assuring the relationship and dialog between theory and practice, the development of different dimensions of competences and the relationship between education and humanization. This way it is possible to form new professionals, making them capable of solving problems in a creative, innovative and technically correct way. (AU)