Cursos de atualização para grupos heterogêneos
DOI:
https://doi.org/10.7322/jhgd.37689Resumo
A análise que precede as ações de formação deve levar em conta os aspectos relacionais e integrar a dimensão social e política a ser incorporada pelos profissionais, sabendo que cada profissional foi “construido”, desde a sua formação inicial, com base em modelos rígidos e específicos, que organizam suas relações, tanto exteriores quanto interiores ao seu contexto profissional. A formação continua, organizada sob a forma de grupos heterogêneos, composta por profissionais e não profissionais (complementares ou concorrentes), da qual o autor cita três exemplos, apresenta a vantagem de colocar em contato pessoas de diferentes origens e não deve se limitar aos aspectos técnicos.Referências
Guilbert JJ. Guide pédagogique à l’usagedes professionnels de santé. 20me édition, OMS, Genève, 1990.
Sapirie S, Thorne M. Guidelines for conducting district team problem-solving. In: Matemal-child health and family planning. OMS, Genève, 1991, Provisional version;WHO/ MCH/FPP/91.2.
Tessier S, Péchevis M. Intégrationdes programmes de santé une application dela pédagogie parrésolution de problèmes; Cah.Etud. Rech. Francophones. Santé, 1991, 1, n°1, Avr; pp.75-82.
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