scholarly journals Uma análise das concepções que permeiam a formação profissional do Pronatec

2017 ◽  
Vol 28 (67) ◽  
pp. 190
Author(s):  
Maria Clarisse Vieira ◽  
Renato Hilário dos Reis ◽  
Julieta Borges Lemes Sobral
Keyword(s):  
Adult Education ◽  
21St Century ◽  
Professional Training ◽  
Technical Education ◽  
Educational Policies ◽  
Basic Training ◽  
National Program ◽  
Documentary Analysis ◽  
Palabras Clave ◽  
Education And Employment

<p>Este artigo tem como objetivo compreender e discutir algumas das principais concepções de educação e trabalho que permeiam a formação do trabalhador brasileiro, com base na análise da criação do Programa Nacional de Acesso ao Ensino Técnico e Emprego, o Pronatec, instituído em 2011. O texto apresenta um breve histórico das concepções que envolvem a formação do trabalhador presentes no final da década de 1980 e 1990, no âmbito da elaboração e aprovação da Lei n. 9.394/1996, que se estabelece até a primeira década do século XXI. Com base em análise documental e na legislação do período, dialoga com a produção acadêmica que permeia os campos da educação e trabalho e educação de jovens e adultos, analisando em que medida o Pronatec tende a fortalecer a dualidade estrutural do capitalismo ou a criar espaços emancipatórios, que possibilitem uma educação pautada na integração entre formação profissional e formação básica.</p><p><strong><em>Un análisis de las concepciones que permean la formación profesional de Pronatec</em></strong></p><p><em>Este artículo tiene el objetivo de entender y discutir algunas de las principales concepciones de educación y trabajo que permean la formación del trabajador brasileño, en base al análisis de la creación del Programa Nacional de Acesso ao Ensino Técnico e Emprego, Pronatec, que se instituyó en el 2011. El texto presenta un breve historial de las concepciones relacionadas con la formación del trabajador a fines de las décadas de 1980 y 1990, en el marco de la preparación y aprobación de la Ley n. 9.394/1996, que se establece hasta la primera década del siglo XXI. En base al análisis documental y a la legislación del periodo, dialoga con la producción académica que permea los campos de la educación y trabajo y de la educación de jóvenes y adultos, analizando en qué medida Pronatec tiende a fortalecer la dualidad estructural del capitalismo o a crear espacios de emancipación, que posibiliten una educación basada en la integración entre formación profesional y formación básica.</em></p><p><strong><em>Palabras clave:</em></strong><em> Educación de Jóvenes y Adultos; Trabajo; Políticas Educacionales; Formación Profesional.</em></p><p><strong><em>An analysis of the concepts that permeate the Pronatec professional training</em></strong></p><p><em>This article aims to understand and discuss some of the main concepts of education and work involving the training of the Brazilian worker based on the analysis of the creation of the Programa Nacional de Acesso ao Ensino Técnico e Emprego [National Program of Technical Education and Employment Access], Pronatec, established in 2011. The text presents a brief account of the ideas involved in the training of the worker at the end of the 1980s and 1990s, amid the drafting and approval of Law 9394/96 instituted by the end of the first decade of the 21st century. The article is based on documentary analysis and on the education laws of that period. It interacts with academic work in the fields of education and work, as well as the education of youth and adults. It examines the extent to which Pronatec strengthens the structural duality of capitalism, or creates emancipative spaces which allow education to be based on the integration between professional and basic training.</em></p><p><strong><em>Keywords:</em></strong><em> Youth and Adult Education; Work; Educational Policies; Professional Training.</em><strong></strong></p><p><em><br /></em></p>

scholarly journals POLÍTICA DE EDUCAÇÃO DO E NO CAMPO: UMA REFLEXÃO SOBRE O PRONERA

2021 ◽  
pp. 301
Author(s):  
José Moisés Nunes da Silva
Keyword(s):  
Rural Education ◽  
Adult Education ◽  
Environmental Control ◽  
Agrarian Reform ◽  
Rio Grande ◽  
Qualitative Approach ◽  
National Program ◽  
Rural Settlements ◽  
Palabras Clave ◽  
Politica Educativa

A temática desse artigo é a educação do campo. O objetivo é analisar a contribuição do Programa Nacional de Educação na Reforma Agrária (PRONERA) para a educação de jovens e adultos de assentamentos rurais, como forma de promover o desenvolvimento do e no campo. Metodologicamente, o estudo é uma abordagem qualitativa subsidiada por uma pesquisa bibliográfica e documental. A análise dos dados é sustentada pela dialética entre o dito e o feito no âmbito do Programa, que o circunscreve às políticas educacionais. O estudo aborda as especificidades do PRONERA, com a finalidade de situar historicamente a construção do Programa e seu desenvolvimento; e destaca a experiência do CEFET-RN no âmbito do PRONERA, por meio da oferta do curso técnico integrado em Controle Ambiental na modalidade de Educação de Jovens e Adultos. Os resultados demonstram que o PRONERA é fruto de uma longa luta no campo; tem contribuído com a escolarização de jovens e adultos do campo, desde a alfabetização à pós-graduação; e que o CEFET-RN, por meio do curso técnico integrado em Controle Ambiental, contribuiu para a formação profissional-cidadã de jovens e adultos trabalhadores dos assentamentos da reforma agrária no Rio Grande do Norte.Palavras-chave: Políticas públicas; Educação do campo; PRONERA. Education Policy and in the countryside: a reflection on PRONERA AbstractThe theme of this article is rural education. The objective is to analyze the National Program for Education in,Agrarian Reform (PRONERA) as a  contribution to youth and adult education in rural settlements, as a way topromote the development of and in the countryside. Methodologically, the study is a qualitative approach subsidized by a bibliographic and documental research. The analysis of the data is supported by the dialectic between what is said and what is done in the scope of the Program, which circumscribes it to educational policies. The study approaches the specificities of PRONERA, with the purpose of historically situating the construction of the Program and its development; and highlights the experience of CEFET-RN in the scope of PRONERA, throughthe offer of the integrated technical course in Environmental Control in the modality of Youth and Adult Education. The results show that PRONERA is the fruit of a long struggle in the countryside; it has contributed to the schooling of young people and adults in the countryside, from literacy to post-graduation; and that CEFET-RN, through the technical course in Environmental Control, has contributed to the professional-citizen formation of young and adult workers from the agrarian reform settlements in Rio Grande do Norte.  Keywords: Public Policies; Rural education; PRONERA. Política educativa de in en el campo: uma reflwxipon sobre el PRONERAResumen El tema de este artículo es la educación rural. El objetivo es analizar la contribución del Programa Nacional de Educación en la Reforma Agraria (PRONERA) en la educación de jóvenes y adultos en asentamientos rurales,como una forma de promover el desarrollo del y en el campo. Metodológicamente, el estudio es un enfoque cualitativo apoyado en una investigación bibliográfica y documental. El análisis de datos se sustenta en la dialéctica entre lo dicho y lo hecho en el ámbito del Programa, que lo circunscribe a las políticas educativas. El estudio aborda las especificidades del PRONERA, con el propósito de situar históricamente la construcción del Programa y su desarrollo; y destaca la experiencia del CEFET-RN en el contexto del PRONERA, al ofrecer un curso técnico integrado en Control Ambiental en la modalidad de Educación de Jóvenes y Adultos. Los resultados muestran que el PRONERA es el resultado de una larga lucha en el campo; ha contribuido a la educación de jóvenes y adultos rurales, desde la alfabetización hasta los estudios de posgrado; y que el CEFET-RN, a través del curso técnico integrado en Control Ambiental, contribuyó a la formación ciudadano-profesional de trabajadores jóvenes yadultos en los asentamientos de reforma agraria de Rio Grande do Norte. Palabras clave: Políticas públicas; Educación rural; PRONERA.

scholarly journals A Policy Brief on Vocational and Technical Education in Turkey

2021 ◽  
Vol 4 (3) ◽  
pp. 41-45
Author(s):  
Hilal Ayan Karabatman
Keyword(s):  
Information Technology ◽  
Educational Policy ◽  
21St Century ◽  
Technical Education ◽  
Educational Policies ◽  
Production Methods ◽  
Knowledge And Skills ◽  
Vocational And Technical Education ◽  
Education In Turkey

The importance of vocational and technical education (VTE) is increasing in response to the rapidly changing information, technology, production methods, and developments in every aspect of life. The only way to survive in this age and to compete with this challenge is to continuously develop comprehensive educational policies that relate to each other (MoNE, 2018). In this sense, VTE has a very central role in providing societies with the knowledge and skills that the 21st century requires (Çınar, Döngel, & Söğütlü, 2009). For this reason, in educational policy discussions, an area that requires as much attention as other areas of education is VTE. This paper aims to review the current problematic states of VTE in Turkey and make recommendations for improving it.

scholarly journals A Educação de Jovens e Adultos (EJA) no litoral sul da Bahia: realidade e desafios no ano continuum 2020/2021

2021 ◽  
Vol 14 (3) ◽  
pp. 497
Author(s):  
Janille da Costa Pinto ◽  
Cátia Regina Conceição dos Santos ◽  
Arlete Ramos dos Santos
Keyword(s):  
Adult Education ◽  
Pedagogical Strategies ◽  
Descriptive Research ◽  
Documentary Analysis ◽  
State Education ◽  
Palabras Clave ◽  
Analysis Technique ◽  
Qualitative Descriptive ◽  
Education Network ◽  
La Red

Este artigo apresenta reflexões sobre a Educação de Jovens e Adultos (EJA) ofertada na Rede Estadual de Educação da Bahia, com o recorte para as escolas situadas no Território de Identidades Litoral Sul (NTE 05). Tem como foco principal apresentar um panorama dessa modalidade dentro do ano continuum 2020/2021 no que tange à sua oferta, formas de organização e fluxo escolar, além de investigar quais recursos tecnológicos e estratégias pedagógicas estão sendo executadas no Ensino Remoto. A metodologia está baseada na pesquisa qualitativa – descritiva, em que utiliza a análise bibliográfica e documental como coleta de dados, que foram interpretados “à luz” da técnica de análise de conteúdo de Minayo (2000) e de referências de teóricos como Freire (1996) e Arruda (2020). Os resultados têm mostrado que a EJA precisa intensificar esforços para a realização da busca ativa e proposições de estratégias pedagógicas mediadas por tecnologias digitais e/ou analógicas que possibilitem manter o vínculo com seus/suas alunos (as) e proporcionem a aprendizagem significativa para a construção de sua cidadania.Palavras-chave: EJA; Ensino remoto; Recursos.Youth and Adult Education (EJA) in the south coast of Bahia: reality and challenges in the year 2020/2021 continuumABSTRACTThis article presents reflections on Youth and Adult Education (EJA) offered in the State Education Network of Bahia, with a focus on schools located in the Territory of Identities Litoral Sul (NTE-05). Its main focus is to present an overview of this modality within the year 2020/2021 with regard to its offer, forms of organization and school flow, in addition to investigating which technological resources and pedagogical strategies are being implemented in Remote Education. The methodology is based on qualitative - descriptive research, using bibliographic and documentary analysis as data collection, which were interpreted “in the light” of Minayo's (2000) content analysis technique and theoretical references such as Freire (1996) and ARRUDA (2020). The results have shown that EJA needs to intensify efforts to carry out the active search and propositions of pedagogical strategies mediated by digital and / or analog technologies that make it possible to maintain the bond with its students and provide meaningful learning for the child. building their citizenship.Keywords: EJA; Remote teaching; Resources.Educación de Jóvenes y Adultos (EJA) en la costa sur de Bahia: realidad y desafíos en el continuo año 2020/2021RESUMENEste artículo presenta reflexiones sobre la Educación de Jóvenes y Adultos (EJA) que se ofrece en la Red de Educación del Estado de Bahía, con un enfoque en las escuelas ubicadas en el Territorio de Identidad Litoral Sul (NTE-05). Su principal enfoque es presentar un panorama de esta modalidad dentro del año continuo 2020/2021 en cuanto a su oferta, formas de organización y flujo escolar, además de indagar qué recursos tecnológicos y estrategias pedagógicas se están implementando en Educación Remota. La metodología se basa en una investigación cualitativo-descriptiva, que utiliza el análisis bibliográfico y documental como recolección de datos, los cuales fueron interpretados "a la luz" de la técnica de análisis de contenido de Minayo (2000) y referencias teóricas como Freire (1996) y ARRUDA (2020) ). Los resultados han demostrado que EJA necesita intensificar los esfuerzos para llevar a cabo la búsqueda activa y propuestas de estrategias pedagógicas mediadas por tecnologías digitales y / o analógicas que permitan mantener el vínculo con sus estudiantes y brindar aprendizajes significativos para la construcción de su ciudadanía.  Palabras clave: EJA; Enseñanza remota; Recursos.

“EDUCAR TRABAJANDO Y PRODUCIENDO”. LA APLICACIÓN DEL PROGRAMA DE EXPANSIÓN Y MEJORAMIENTO DE LA EDUCACIÓN TÉCNICO AGROPECUARIA EN EL NOROESTE ARGENTINO.

2014 ◽  
Vol 2 (2) ◽  
Author(s):  
Laura Lorena Leguizamón
Keyword(s):  
Rural Education ◽  
Latin America ◽  
Technical Education ◽  
Ministry Of Education ◽  
Development Bank ◽  
Palabras Clave ◽  
Local Impact ◽  
America Latina ◽  
La Rioja ◽  
Document Review

El programa de Expansión y Mejoramiento de la Educación Técnica Agropecuaria (E.M.E.T.A.) destinado a la escuela media rural empezó a pensarse para ser aplicado, en la región de América Latina, hacia fines de la década de 1970. En el transcurso de la década de 1980, se presentaron en Argentina, la mayor parte de los diagnósticos provinciales que describían la realidad de este tipo de enseñanza para las diferentes regiones del país. Con financiamiento del Banco Interamericano de Desarrollo (B.I.D.) así como del Ministerio de Educación Argentino se pone en marcha el programa para el total del país. La aplicación del programa difería de acuerdo a la necesidad de cada caso. Se presenta aquí la experiencia de una Escuela Agropecuaria situada en el Noroeste de Argentina, específicamente en la localidad de Chamical, provincia de La Rioja. El propósito, de este escrito, es analizar las formas de aplicación del programa EMETA y el impacto que tuvo el mismo en lo local. Como así también, es nuestra intención, poner a disposición estas experiencias, compartidas por distintas regiones de América Latina, para iniciar el diálogo posible entre las mismas. El método empleado para esta investigación fue mixto, entre revisión documental y entrevistas en profundidad. Como resultado pudimos recuperar la experiencia de aplicación del programa en esta zona de Argentina, también sienta un precedente esencial debido a que no se disponía de material édito específico. Palabras clave: Programa EMETA, Educación Rural en Argentina, Escuela Media, Enseñanza Técnica. Abstract The program called Expansion and Improvement of Agricultural Technical Education (EMETA by its acronym in Spanish), for rural middle schools was meant to be applied in Latin America in the late 1970s. During the 1980s in Argentina, most of the provincial diagnoses describing the reality of this kind of education for each region of the country were presented. .The program started nation-wide with funding from the Inter-American Development Bank (BID) and the Argentinean Ministry of Education. Application differed according to the needs of each case. The experience presented here is that of an Agricultural School located northwest of Argentina, in Chamical, province of La Rioja. The purpose of this paper is to analyze the various forms of application of the EMETA program and is local impact. Such experiences are made available, shared by different regions of Latin America, to start a possible dialogue among them. The method used for this research combined document review and interviews. As a result we were able to recover the application experience of the program in this area of Argentina, setting an important precedent because there was no specific printed material available. Keywords: EMETA Program, Argentinian Rural Education, High School, Technical Education. Recibido: septiembre de 2014Aprobado: noviembre de 2014

The role of science in the study of and response to space threats

2019 ◽  
Vol 89 (8) ◽  
pp. 777-799
Author(s):  
B. M. Shustov
Keyword(s):  
Comparative Analysis ◽  
20Th Century ◽  
21St Century ◽  
Space Debris ◽  
The Sun ◽  
National Program ◽  
Biological Hazard ◽  
Academy Of Sciences ◽  
Space Activities

During the second half of the 20th century and the beginning of the 21st century, space hazards multiplied, the most urgent of which is space debris. Professionals working in space are exposed to this hazard daily and are aware of it as a problem. Furthermore, increasing attention is being paid to the unpredictable behavior of the Sun, which produces the so-called space weather. The asteroid-comet hazard is considered as potentially having the most catastrophic consequences. No manifestations of biological hazard have yet been observed, although as space activities develop, it is becoming increasingly important. The appropriate time scale for astrophysical hazards is many millions of years, so from a practical perspective, they have no importance. This article briefly describes the main types of space hazards. The author analyzes the results of research and practical work in the field, both worldwide and specifically in Russia. Comparative analysis leads to the clear conclusion that a national program must be developed for the study of space hazards and to respond to space threats. This article is based on a report made by the author at the meeting of the Presidium of the Russian Academy of Sciences (RAS) on January 15, 2019.

scholarly journals Depressive Symptom Trajectories and Early Adult Education and Employment: Comparing Longitudinal Cohorts in Canada and the United States

2021 ◽  
Vol 18 (8) ◽  
pp. 4279
Author(s):  
Anita Minh ◽  
Ute Bültmann ◽  
Sijmen A. Reijneveld ◽  
Sander K. R. van Zon ◽  
Christopher B. McLeod
Keyword(s):  
High School ◽  
Depressive Symptom ◽  
Adult Education ◽  
The United States ◽  
Longitudinal Survey ◽  
National Longitudinal Survey ◽  
Post Secondary ◽  
High School Degree ◽  
The Usa ◽  
Education And Employment

Adolescent depressive symptoms are risk factors for lower education and unemployment in early adulthood. This study examines how the course of symptoms from ages 16–25 influences early adult education and employment in Canada and the USA. Using data from the National Longitudinal Survey of Children and Youth (n = 2348) and the National Longitudinal Survey of Youth 79 Child/Young Adult (n = 3961), four trajectories (low-stable; increasing; decreasing; and increasing then decreasing, i.e., mid-peak) were linked to five outcomes (working with a post-secondary degree; a high school degree; no degree; in school; and NEET, i.e., not in employment, education, or training). In both countries, increasing, decreasing, and mid-peak trajectories were associated with higher odds of working with low educational credentials, and/or NEET relative to low-stable trajectories. In Canada, however, all trajectories had a higher predicted probability of either being in school or working with a post-secondary degree than the other outcomes; in the USA, all trajectory groups were most likely to be working with a high school degree. Higher depressive symptom levels at various points between adolescent and adulthood are associated with working with low education and NEET in Canada and the USA, but Canadians are more likely to have better education and employment outcomes.

Adolescent Health and Adult Education and Employment: A Systematic Review

PEDIATRICS ◽  
2015 ◽  
Vol 136 (1) ◽  
pp. 128-140 ◽  
Author(s):  
D. R. Hale ◽  
L. Bevilacqua ◽  
R. M. Viner
Keyword(s):  
Systematic Review ◽  
Adult Education ◽  
Adolescent Health ◽  
Education And Employment

scholarly journals A felnőttnevelési szakemberek formális kiképzési útjai Magyarországon

2020 ◽  
Vol 7 (4) ◽  
Author(s):  
Viktória Beszédes
Keyword(s):  
Professional Development ◽  
Adult Education ◽  
Lifelong Learning ◽  
European Commission ◽  
Empirical Research ◽  
International Research ◽  
Professional Training ◽  
Education Professionals ◽  
European Area ◽  
Education Professional

A felnőttnevelési szakemberek szakmai fejlesztésének kérdésköre a 2000-es évek után nyert létjogosultságot Európa-szerte, amelyhez hozzájárult a Making a European Area of Lifelong Learning a Reality dokumentum megjelenése (European Commission, 2001). A tanulmány érzékelteti, hogy a felnőttnevelési szakemberképzés témaköre egyre nagyobb teret nyer a nemzetközi kutatási szférában, a nemzeti szakmai tanulmányok áttekintésének eredménye alapján arra következtet, hogy Magyarországon továbbra is csekély mértékben valósulnak meg elméleti és főként empirikus vizsgálatok a felnőttnevelési szakemberek professzionalizációjának kérdéskörében. The issue of professional development for adult education professionals gained legitimacy across Europe after the 2000s, helped by the publication of the document Making a European Area of Lifelong Learning a Reality (European Commission, 2001).The study shows that the topic of adult education professional training is gaining more and more ground in the international research sphere, with an overview of national professional studies.Based on the results of its work, it concludes that in Hungary, there is still a small amount of theoretical and mainly empirical research on the issue of professionalisation of adult education professionals.

scholarly journals INTEGRAÇÃO ENSINO, SERVIÇO E COMUNIDADE: (RE) CONHECENDO A MOSTRA PARCERIA ENSINO-SERVIÇO-COMUNIDADE (MOPESCO) REALIZADA PELA UNIVERSIDADE FEDERAL DE GOIÁS

2018 ◽  
Vol 9 (2) ◽  
pp. 115
Author(s):  
Maria Goretti Queiroz ◽  
Héllen Jhuly Ferreira da Costa ◽  
Lucilene Maria de Sousa ◽  
Ida Helena Carvalho Francescantonio Menezes ◽  
Mariana De Sousa Nunes Vieira
Keyword(s):  
Service Learning ◽  
Public Management ◽  
Health Program ◽  
Community Outreach ◽  
Target Audience ◽  
Educational Strategies ◽  
Service Community ◽  
Documentary Analysis ◽  
Palabras Clave ◽  
Recursos Humanos

Resumo: O objetivo deste artigo foi analisar os resumos presentes nos Anais da Mostra Parceria Ensino-Serviço-Comunidade (MOPESCO) desenvolvidos por alunos, professores e servidores da Universidade Federal de Goiás (UFG) e por participantes do Programa de Educação pelo Trabalho para a Saúde (PET-Saúde), nas cinco edições do evento. Realizou-se uma análise documental dos 551 resumos produzidos pela parceria entre a UFG e os serviços de saúde publicados nos anais do evento de 2007 a 2015. Os resumos foram categorizados nos seguintes eixos: atenção básica (262), reorientação da formação e educação permanente (109), extensão universitária (92), atenção à média e alta complexidade (59), mobilização e participação comunitária (14), gestão setorial (10) e gestão pública (05). A parceria ensino-serviço produziu 50,8% das experiências. O público-alvo predominante foi os usuários em unidades de saúde; e a roda de conversa e oficinas foram a estratégia educativa mais utilizada. Percebeu-se forte parceria entre ensino-serviço, porém a comunidade pouco participou da elaboração das experiências. Diversidade de público-alvo e estratégias educativas apontam esforços dos autores dos trabalhos para alcançar maior número de pessoas nas ações. O evento se firmou como espaço de diálogo entre o mundo do ensino e do trabalho, e houve crescente empenho para fortalecer e qualificar a formação dos profissionais de saúde. Palavras-chave: Integração Ensino-Serviço, Formação de Recursos Humanos, Educação Continuada, Ensino na Saúde   Integrating teaching, service, and the community: getting (re)acquainted with teaching-service-community outreach partnership (MOPESCO) held by the Universidade Federal de Goiás Abstract: The objective of the article was to analyze the summaries present in the Annals of Teaching-Service-Community Partnership - Mostra Parceria Ensino-Serviço-Comunidade (MOPESCO) - developed by students, professors and employees of the Federal University of Goiás (UFG, Goiás State, Brazil) and by participants in the Education through Work for Health Program (“Programa de Educação pelo Trabalho para a Saúde” - PET-Saúde), in the five editions of the event. Documentary analysis of the 551 abstracts produced by the partnership between UFG and health services published in the annals of the event from 2007 to 2015 was carried out. The abstracts were categorized in the following axes: primary health care (262), reorientation of training and permanent education (109), university extension (92), attention to medium and high complexity (59), community mobilization and participation (14), sector management (10) and public management (05). The teaching-service partnership produced 50.8% of the experiences; the predominant target audience was the users in health units, and conversation circles and educational workshops were the most used educational strategy. A strong teaching-service partnership was perceived, but the community did not participate in the elaboration of the experiences. The diversity of the target audience and educational strategies indicate the efforts of the authors to reach a higher number of people in the activities. The event was established as a space for dialogue between the world of teaching and work, and there was a growing commitment to strengthen and qualify the training of health professionals. Keywords: Service learning, Human Resources Training, Continuing Education, Health Teaching   Integración  enseñanza servicio y comunidad: (re) conociendo la exposición asociación   enseñanza-servicio-comunidad (MOPESCO) realizada por la Universidad Federal de Goiás Resumen: El objetivo de este artículo fue analizar los resúmenes presentes en los Anales de la Exposición Asociación Enseñanza-Servicio-Comunidad (MOPESCO) desarrollados por alumnos, profesores y servidores de la Universidad Federal de Goiás (UFG, estado de Goiás, Brasil) y por participantes del Programa Educación por el Trabajo para la Salud (PET-Salud), en las cinco ediciones del evento. Se realizó un análisis documentado de los 551 resúmenes producidos por la asociación entre la UFG y los servicios de salud publicados en los anales de 2007 a 2015. Se categorizaron los resúmenes en los siguientes ejes: atención básica (262), reorientación de la formación y educación permanente (109), extensión universitaria (92), atención a la media y alta complejidad (59), movilización y participación comunitaria (14), gestión sectorial (10) e gestión pública (05). La asociación enseñanza-servicio produjo 50,8% de las experiencias. El público alcanzado fueron en su mayoría los usuarios en unidades de salud; y la rueda de conversación y talleres fueron la estrategia educativa más utilizada. Se notó una fuerte asociación entre enseñanza-servicio, sin embargo la comunidad participó poco de la elaboración de las experiencias. Diversos públicos y estrategias educativas muestran esfuerzos de los autores de los trabajos para alcanzar el mayor número de personas en la acciones. El evento se transformó en un espacio de diálogo entre el mundo de la enseñanza y el trabajo, hubo el aumento del empeño para fortalecer calificar la formación de los profesionales de la salud. Palabras-clave: Integración Enseñanza-Servicio, Formación de Recursos Humanos, Educación Continua, Enseñanza en la Salud

Sign in / Sign up

Export Citation Format

Share Document