Formação pedagógica do preceptor da Residência Multiprofissional em Saúde: aportes hermenêuticos

Abstract

This dissertation aims to understand how the pedagogical training of preceptors for multi-professional residency in health can be enhanced by understanding and effectively carrying out dialogue in a hermeneutic sense, as thematized by Hans-Georg Gadamer, in line with the proposal for an expanded and shared clinic. The specific objectives are: 1) identify the role of the multidisciplinary residency preceptor in health and the professional and pedagogical characteristics of their activities; 2) present Gadamerian hermeneutics as an epistemological, ethical and pedagogical principle; 3) understand the notion of dialogue as an operationalizer of hermeneutics as a principle epistemological, ethical and pedagogical of the formative stance of the health teaching preceptor in multidisciplinary residency level and in line with the proposal of the expanded and shared clinic. The research guiding question is formulated as follows: how does training Can the pedagogical approach of multidisciplinary health residency preceptors be enhanced by the understanding and effective implementation of dialogue in a hermeneutic sense, in line with the proposal of an expanded and shared clinic? This is a bibliographical research, guided by a hermeneutic stance and structured in three chapters. The first, addresses the training of health teaching preceptors in terms of multi-professional residency and aims to identify the health and education models that guide the training of health professionals in undergraduate and multi-professional residency. The aim is to identify the professional and pedagogical characteristics of the preceptor's role. To this end, they are the official documents regulating professional training in health within the scope of graduation and multidisciplinary residency were analyzed, in addition to specific literature on the topic. Node The second chapter delves into Gadamerian hermeneutics, focusing on understanding this theoretical perspective as an epistemological, ethical and pedagogical principle. The third chapter brings the notion of dialogue in a hermeneutic sense as the foundation of the preceptor's formative stance to reveal: a) dialogue in the production of knowledge and the relationship between expanded clinical practice, interdisciplinary dialogue and preceptor training; b) dialogue in ethical relationships, as well as the relationship between expanded clinic, dialogue ethics and preceptor training and, c)dialogue in pedagogical training and the relationship between formative dialogue, phronesis and expanded clinic. The findings of the third chapter reveal that assuming a dialogical stance in Hermeneutic sense from the point of view of knowledge means recognizing its interdisciplinary, shared and collaborative condition. In an ethical sense, such a stance implies openness, receptivity, humility and recognition of one's own vulnerability. Finally, in a pedagogical sense, it implies conceiving dialogue as a space for the spoken and heard word in the subjective transformation resulting from the encounter with the other's word.