Eymard Mourão Vasconcelos1
Pedro José Santos Carneiro Cruz2
Ernande Valentin do Prado3
1Rede de Educação Popular e Saúde. João Pessoa, PB, Brasil. [email protected]
2Departamento de Promoção da Saúde, Centro de Ciências Médicas, Universidade Federal da Paraíba (UFPB). João Pessoa, PB, Brasil. [email protected]
3Grupo de Pesquisa em Educação Popular em Saúde, UFPB. João Pessoa, PB, Brasil. [email protected]
In the Brazilian educational field, the health sector has been prominent by the amplitude and radicalism of the changes in relation to the pedagogical processes focused on the education of its professionals, both in technical and university education as much as in educational activities for workers of its public policies.
The creation of the Brazilian National Health System (SUS) in 1988 provided an opportunity to a major expansion of primary health care services, whose services are very much interlinked with the dynamics of the community life. This has required new approaches and professional action, as well as it has unveiled, in a more forceful way, pressures and demands of the population that the theoretical tradition and practice of the various health professions were not prepared to answer. Dissatisfactions, demands and insufficiencies about the ways of acting in health in everyday services and territories have created a cultural and political climate conducive to the expansion of many initiatives and proposals for change in education.
The Ministry of Health (MS) has been summoned as no other sector of social policies, to intervene directly in the curricula of university and technical courses, which were guided only by the intervention of the Ministry of Education. In this process, there were incentives for state and local health departments to begin to invest extensively in educational processes, which have been guided by the National Policy of Continuing Education in Health within the SUS.
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