Da atividade realizada ao real da atividade: uma análise do trabalho de Pedagogas em CAPS

Abstract

Mental health is part of public health policies in Brazil, being fostered by the discourse of psychosocial attention to people in psychological distress aiming at an intersectoral work, through the bonds between subject, family, community and public agencies. Thus, the Psychosocial Care Center (CAPS) as an instance of mental health care is composed of a multiprofessional team (including the educator) that works on activities aimed at the promotion, prevention and psychosocial rehabilitation of service users. In terms of theoretical contributions, this research encompasses the work of the pedagogue in non-school environments by approaching the activity clinic. Thus, this study is about the discussion about the relationship between Pedagogy and mental health. It has as its general objective: to understand the activity of pedagogues acting in CAPS in a certain municipality of Alagoas. Specific objectives are: to describe the activity performed and the actual activity; detect the knowledge that collaborate in the activity of the pedagogues. Guided by the qualitative approach, this research is based on the clinic of the activity as a theoretical approach of analysis and intervention on the work. The choice of approach supported the research in order to understand the working relationships of CAPS pedagogues. In the production of data, we used, firstly, a semi-structured interview, to detect aspects of professional training, life history and specific work situations, such as: days, times and activity performed on working days. In the second stage, the application of instruction to the double, served to understand peculiar aspects of the work of the pedagogue in mental health. For data analysis we use the technique of content analysis in order to group the data produced, aiming to answer the object of study and meet the objectives set. In the data analysis we could understand how the physical, bureaucratic, infrastructure conditions and many other elements, such as resources to perform the activities required by an institution, contributed to the meanings, meanings and satisfaction that the professional attributes to the work. In addition, the research provided the rescue of elements that contribute to the formation, performance, knowledge and style of action of the pedagogue in the context of mental health Thus, we conclude that in their work at CAPS, the pedagogues in their activities find subsidies in the knowledge acquired in their training, especially in the practice of literacy, as well as their professional style as part of their practice and experience in the academic and continuing education, when develop painting, collage and literacy activities. Regarding the prescribed work, the educators develop their activities based on the CAPS coordination proposal and articulate with the knowledge acquired in their training and experience.