Triangulação de métodos: Um caminho para a Avaliação de projetos de educação permanente em Saúde

Abstract

In Brazil, the Academia da Saúde program represents one of the main strategies for coping with the advancement of NCDs, therefore, aiming at strengthening it, the Ministry of Health (MS) developed in partnership with the Federal University of Tocantins (UFT ), a technical notebook and classroom training, based on a participatory pedagogical process based on active teaching-learning methodologies. With that said, the question posed was whether the triangulation of methods enables an evaluation of permanent education projects and a revisit of the various methodological possibilities in qualitative research. The present article aims to analyze and describe how the method triangulation strategy was used to unveil both formative processes. This is an educational research of a qualitative nature, of the research-action type, with a critical-participatory focus, exploratory-descriptive design and transversal cut. Data collection took place from May to December 2019, using the triangulation assessment strategy of qualitative methods (participant observation, document analysis and interview with key informants). For data analysis, the techniques of content analysis proposed by Bardin and document analysis were used. The interview with a key informant allowed to rescue the process of construction of the technical notebook, whereas the observational and documentary findings allowed to redo the path traveled by the educators for the construction and application of the face-to-face training, from the composition of the interdisciplinary team and involved in the quadrilateral from SUS, even the pedagogical techniques and resources used in applied face-to-face training, which proved to be in line with Freire's pedagogy, on which SUS's National Policy for Permanent Education in Health is based. The triangulation strategy of qualitative methods allowed to elucidate in a profound and assertive way the steps covered and the pedagogical interfaces used, both in the construction of the notebook, as well as in-person training, from integrated perspectives, ensuring a greater representation of reality in the research carried out.