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BEPA. Boletim Epidemiológico Paulista (Online)

On-line version ISSN 1806-4272

BEPA, Bol. epidemiol. paul. (Online) vol.6 no.68 São Paulo Aug. 2009




Capacitating docents in health services of the State of São Paulo



Maria Teresa Surányi de Andrade; Maria do Carmo Sampaio Tavares Timentesky

Secretaria Municipal de Saúde. São Paulo, SP, 2008 [Tese de Doutorado  – Área de concentração: Pesquisas Laboratoriais em Saúde Pública – Programa de Pós-graduação em Ciências. Coordenadoria de Controle de Doenças. Secretaria de Estado da Saúde de São Paulo]




The Unified Health System in integrated by a number of workers with different graduations, but expected to exhibit a profiled engaged to the System guidelines, therefore demanding continuing education investments regarding the strengthening of values and attitudes, knowledge and abilities. In diverse educative actions, these workers participate with the double objective to learn, first, and, then, to multiply the contents. Literature shows that education demands specific pedagogic competencies in order to obtain the expected results, mainly regarding attitudes. In this study, we adopted the process to capacitate multipliers to the Introductory Course for Family Health Professionals in the State of São Paulo, in 2006. Investigating difficulties identified, competences and needs perceived by these actors and identifying differences and similarities with the guidelines of the National Permanent Health Education Policy allows us to map and trace the way by which health professionals become docents. We interviewed pupils and coordinator of courses from three regions of the State of São Paulo. We tried to insert the interviewers in the context of their personal trajectory and present insertion in their work. Higher experience in the SUS and, specifically, in education was translated by higher familiarity with the vocabulary employed, tuning in the answers and approximated some of the pupils to the coordination group. This group perceived insufficiency in pedagogic contents, while the group of professionals more recently inserted in the service profited more from the theory content and did not perceive as clearly the approach of pedagogic subjects. Personal profile and professional insertion are confounded in the necessary competencies. Showing that in health, as well as in education, multipliers are not created with a theoretical course on the subject to be taught, but in a longer process of formation, in successive approaches from the ability to teach until the health professional can also become a good teacher.



Correspondence to:
Maria Teresa Surányi de Andrade
R. Renato Paes de Barros, 77
São Paulo/SP – Brasil
Tel.: 55 11 3078-2442



Financial support: Disease Control Coordination from the State Secretary of Health of São Paulo