O projeto de intervenção na percepção de professores que adotam a metodologia da problematização

Abstract

The New Curriculum Guidelines of 2014 describe that the graduate must be coresponsible for the initial, continuing and in-service training, intellectual autonomy and social responsibility that can be achieved if the Unified Health System (UHS) is a learning scenario. The Problematization Methodology with Arco de Maguerez constitutes a rich path to stimulate the development of diverse knowledges. The Intervention Projects present the same itinerary or structure of the General Projects. It is called Intervention Project because it will intervene in something existing, proposing changes in reality. It is a way of achieving a theoretical-practical path, depending on the focus it may be a proposal of educational, care, management. In this context, the objective was to analyze the perception of the teachers in Health Interaction Module in the Community (HIMC) in relation to the development of an Intervention Project. A descriptive-exploratory study of a qualitative approach was developed. Medicine teachers in HIMC took part in the research in University Center of State of Pará - CESUPA, from October to December 2018. The data collection was done through a semistructured interview, consisting of 10 questions, addressing aspects related to the intervention project. The data were analyzed using the Bardin content analysis method with the aid of IRAMUTEQ software. Twenty-six teachers participated in the study, most of them female (65%), aged 40-49 (50%), with a teaching time of 1 to 9 years (12%). They have been working with the Problematization Methodology for more than five years, always using (85%) the methodology in their practical HIMC activities. The majority (69%) found it easy to apply the Intervention Project using the knowledge and steps of the Arco de Maguerez (88%), but most (62%) were not able to use the methodology with Arco de Maguerez, 62% were trained in other institutions or by other kinds of specialization such as Master's Degree. In the implementation of the Community Health Intervention Project (CHIP) written 96% report that they adhere to the guidelines of the Intervention Project manual provided by the HIMC. It is concluded that the HIMC teachers have a good perception regarding the development and importance of the Intervention Project in its practical activities, despite some difficulties found in the practice scenarios. The scenarios of HIMC are environments that allow the use of the Active Methodology of the Problematization to generate an Intervention Project. To improve the dynamics of the Intervention Project it is necessary to train the teachers about the Arco de Maguerez and standardize the elaboration of the Health Intervention Project in the Community.