“Preceptor, eu?” Ensaio teórico sobre o papel do ensino na residência em saúde

A construção dos processos educativos tem exigido uma ampliação do modelo tradicional de ensino em prol de uma educação dialógica. A residência multiprofissional em saúde é uma modalidade de especialização lato sensu, com carga horária dividida entre atividades pedagógicas teóricas, práticas e teórico-práticas. Essas atividades são facilitadas por preceptores, e o SUS é a principal escola. Este ensaio objetiva trazer discussões sobre a identidade docente e a necessidade de formação da preceptoria para execução de seu papel. Para subsidiar essa reflexão, utilizaremos como metodologia o ensaio teórico, permitindo a construção de uma análise crítica, a partir de uma exposição reflexiva e argumentativa dos autores. Constata-se a necessidade de qualificação desses profissionais, para além do aprendizado de competências voltadas à sua atribuição. Abstract The construction of educational processes requires an expansion of the traditional teaching model in favor of dialogical education. The multiprofessional health residency is a lato sensu specialization modality with a workload divided between theoretical, practical, and theoretical-practical teaching activities. Preceptors facilitate these activities, and SUS is the main school. This essay aims to discuss teaching identity and the need for preceptorship training to fulfill its role. To support this reflection, we will use theoretical essay as methodology, promoting a critical analysis construction, based on the author’s reflective and argumentative exposition. These professionals need to be qualified, in addition to learning the skills required for their role. The construction of educational processes has required an expansion of the traditional teaching model, in favor of a dialogical education. The Multiprofessional Residency in Health is a specialization modality, with the workload divided between theoretical, practical, and theoretical-practical pedagogical activities. These activities are facilitated by preceptors, with the SUS as the main school. This essay aims to bring discussions about teaching identity and the need for preceptorship training to perform. To support this reflection, we will use the theoretical essay as a methodology, allowing the construction of a critical analysis, based on a reflective and argumentative exposition by the authors. Therefore, there is a need to qualify these professionals, in addition to learning skills focused on their assignment.