Mandala formativa e a Unidade Básica de Saúde Escola: as residências em saúde nos cenários de práticas na atenção básica

Abstract

The objective was to evaluate the processes and results of the Multiprofessional Residency Programs in Family and Community Health in Family Medicine in the practice scenarios of Primary Health Care in the State of Rio Grande do Norte. This is a qualitative study, supported by cartography, developed in Basic Health Units that are scenarios of practice of joint action of the Health Residency Programs in the municipalities of Mossoró and Caicó - unique in this area of the specialty of Family and Community Health in the state. 12 users, 24 health workers, 12 residents, 4 tutors and 5 managers participated in the collective field of these residences, who were invited to collaborate with the study through the “snowball” method. The production of the data took place in two stages, coordinated with each other. The first consisted of the production and recording of data in the form of field reports, as occurs in the sharing related to the so-called “existential territory” in which the practice fields of the residences are inserted. The second took place in the meeting with users, workers, residents, tutors and managers, mediated by semi-structured interview scripts. In compliance with brazilian legislation, the precepts determined by Resolution No. 466/2012, of the National Research Ethics Committee, of the National Health Council registered at CEP / UFRN CAAE: 12101019.5.0000.5537 were followed. The study presents the concept / tool of Mandala Formative on in-service training threads. The results evidenced through the field records, shown in the cartographic maps of each scenario, express the production of subjectivity around SUS, Primary Care and professional training. They are presented in two approaches called Community Approach and Basic Health Unit as School in two articles - one that deals with the analysis of the implementation of the Multiprofessional Residency Program in Mossoró and another on the dynamics of knowledge and the Multiprofessional Residency. The analysis of the Residency Programs resulted in the problematization of Health Units as Schools and what needs to be systematized to generate resolutive spaces in which all those who are in the scenarios of practices in Primary Care learn: students, professionals, managers, users, teachers and researchers.