A formação para o trabalho de psicólogos no SUS

Abstract

The consolidation of Brazil’s Unified Health System (SUS) as one of the most advanced public health systems in the world brought health to a fundamental human right and a new conception of the health-disease process, requiring a reorganization of services and practices, trying to overcome the hegemonic biomedical model and reductionist vision that pertaining to some professional categories, such as psychology. This, like other categories of health workers, has undergone changes in the training of its professionals. However, what we still see is that the undergraduate did not prepare them adequately to meet the needs and demands of the population, as recommended by SUS. With this in mind, this study had as objective to know the discursive practices of psychologists about the formation for work in the SUS. It was a research of qualitative approach, based on researches of Social Constructionism about discursive practices and production of senses. Semi structured interviews were conducted with five professionals. After being transcribed sequentially and integrally, they were read in depth and served as basis for the construction of dialogical maps. Thus we seek to understand the senses produced by psychologists of the Brazilian Nucleus of Support to Family Health (NASF) about training for work in the SUS. The analysis reached three analytical categories: graduation for the role of the psychologist in SUS, training orienting the practices of psychologists in SUS and practices of the teaching-learning process on SUS. We observed that training of professionals is predominantly understood as being confined to formal teaching spaces, but these, in the most part, didn't provide adequate formative experiences related to SUS. Most of the practices the psychologist was described in a way aligned to SUS, despite the difficulties in working in a multiprofessional team and a prevalence of perspective by other professionals about psychologist's work based in the individual clinical model. Some teaching-learning practices followed the traditional pedagogical model of information transmission, while in others, active methodologies were used. The permanent education in health, meaning learning-work, appears in an incipient way in speeches, not being yet a pedagogical concept incorporated to the professional practice. Finally, there is the recognition that spaces are still lacking in the service to reflect, discuss and improve the work process of psychologists in SUS.