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Previous issue date: 2017-03-17 === Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior (CAPES) === A educa??o permanente em sa?de vem sendo discutida desde que a Organiza??o Pan-Americana da Sa?de considerou-a importante para alcan?ar o desenvolvimento dos sistemas de sa?de. No Brasil, esse conceito torna-se evidente com a cria??o da Pol?tica Nacional de Educa??o Permanente em Sa?de no ano de 2004. Desde ent?o, poucos estudos tem sido realizados sobre o tema, especialmente nos servi?os de urg?ncia e emerg?ncia. A forma??o dos profissionais da ?rea de sa?de ainda ? um dos n?s cr?ticos para o fortalecimento do SUS, haja vista ainda estar fortemente ligada ao modelo de sa?de hegem?nico, ou seja, hospitaloc?ntrico. Portanto, o estudo objetivou analisar a concep??o dos profissionais sobre educa??o permanente no Servi?o de Atendimento M?vel de Urg?ncia de um munic?pio do Estado do Rio Grande do Norte. Trata-se de um estudo qualitativo que utilizou a an?lise tem?tica de conte?do para an?lise dos dados. A t?cnica de coleta de dados foi a entrevista semiestruturada. Do resultado das entrevistas com 29 profissionais, emergiram tr?s categorias: Concep??o sobre Educa??o permanente em Sa?de; Efetiva??o da Educa??o Permanente em Sa?de e Processos Educativos ofertados pelo N?cleo de Educa??o Permanente em Sa?de. As falas dos profissionais, em sua maioria, revelam que a Educa??o Permanente ? vista como sin?nimo de Educa??o Continuada. Al?m disso, os m?ltiplos v?nculos empregat?cios, associados a escassas reuni?es de equipe, entre outros foram apontados como dificuldades para efetiva??o da educa??o permanente. As facilidades relatadas foram a gratuidade dos cursos, boa infraestrutura e flexibilidade de dias e hor?rios dos processos educativos. No tocante aos processos educativos, observou-se que os profissionais mostraram-se satisfeitos e que esses n?o s? contribuem, mas tamb?m s?o aplic?veis ? realidade do dia-a-dia de trabalho. Entretanto, identificou-se que a escolha dos processos educativos ? realizada de forma verticalizada, sem a participa??o direta dos trabalhadores. Al?m disso, diversas necessidades educacionais foram relatadas pelos profissionais. Assim, o estudo possibilitou identificar que a educa??o permanente deve estar presente neste cen?rio como uma estrat?gia de qualifica??o das pr?ticas nos servi?os de urg?ncia e emerg?ncia. Faz-se necess?ria n?o s? a compreens?o do conceito de educa??o permanente, bem como o aprimoramento de tal pr?tica no servi?o de sa?de em foco. === Continuing education in health has been discussed since the Pan American Health Organization considered it important to achieve the development of health systems. In Brazil, this concept becomes evident with the creation of the National Policy of Permanent Education in Health in the year 2004. Since then, few studies have been done on the subject, especially in the emergency and emergency services. The training of health professionals is still one of the critical nodes for SUS strengthening, since it is still strongly linked to the hegemonic health model, that is, hospital-centered. Therefore, the study aimed to analyze the perception of professionals about permanent education in the Mobile Emergency Care Service of a municipality in the State of Rio Grande do Norte. This is a qualitative study that used the thematic analysis of content for data analysis. The technique of data collection was the semistructured interview. From the results of the interviews with 29 professionals, three categories emerged: Perception on Permanent Education in Health; Effectiveness of Permanent Education and Educational Processes. The speeches of professionals, for the most part, reveal that Permanent Education is seen as synonymous with Continuing Education. In addition, the multiple employment links, associated with scarce staff meetings, among others, were identified as difficulties to implement permanent education. The reported facilities were the gratuity of the courses, good infrastructure and flexibility of days and times of educational processes. Regarding educational processes, it was observed that the professionals were satisfied and that these not only contribute, but also apply to the reality of the day to day work. However, it was identified that the choice of educational processes is carried out in a hierarchical way, without the direct participation of the workers. In addition, various educational needs were reported by practitioners. Thus, the study made it possible to identify that permanent education should be present in this scenario as a strategy for qualifying practices in emergency services. It is necessary not only the understanding of the concept of permanent education, as well as the improvement of such practice in the health service in question.
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