Dissertação Mestrado Profissional em Educação Profissional e Tecnológica - ProfEPT

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    Formação docente para o ensino das práticas integrativas e complementares em saúde (PICS) no contexto da educação profissional e tecnológica em enfermagem
    (INSTITUTO FEDERAL DE ALAGOAS - Ifal, 2026-02-27) Silva, Jéssica Tenório da Fonseca; Fiori, Ana Paula Santos de Melo; http://lattes.cnpq.br/2598153346850335; Lima, André Suêldo Tavares de; https://orcid.org/0000-0003-4687-0645; http://lattes.cnpq.br/6019670165528345; Cavalcanti, Ricardo Jorge de Sousa; https://orcid.org/0000-0001-6990-6669; http://lattes.cnpq.br/2706881213553955; Alves, Veronica de Medeiros; https://orcid.org/0000-0002-4343-2941; http://lattes.cnpq.br/0469864896043898
    In the transition from a teaching model marked by technicism and the centrality of the biomedical paradigm to an approach that recognizes the subject in their entirety, Integrative and Complementary Health Practices (ICHP) emerge as interdisciplinary therapeutic resources capable of broadening perspectives on health care and fostering a more critical and reflective nursing education within the context of Professional and Technological Education. However, gaps persist regarding the inclusion of ICHP in vocational education curricula at the secondary level, particularly concerning teacher training and the lack of structured pedagogical tools, as evidenced by the systematic mapping of the literature and the diagnostic phase of this research. In this context, the present study aimed to contribute to the inclusion of Integrative and Complementary Health Practices in the training of nursing technicians through teacher education, promoting teaching that integrates scientific, cultural, and social knowledge in order to train professionals who are more qualified, socially committed, and prepared to provide more accessible and comprehensive health care. This study is part of the Educational Practices in Professional and Technological Education research line and Macroproject 3 of ProfEPT. It adopted a qualitative approach based on collaborative action research, developed in three phases: (i) diagnostic research and data analysis, (ii) development of the educational product, and (iii) implementation and evaluation of this product. The target audience consisted of teachers from the Nursing Technical Course at IFAL – Campus Benedito Bentes, and data interpretation was carried out through Thematic Analysis as proposed by Braun and Clarke (2006). As a result, a didactic sequence was developed for the creation of a teacher training course aimed at teaching Integrative and Complementary Health Practices within Professional and Technological Education. The course was designed to strengthen teaching practices, expand knowledge about ICHP, and encourage their critical and contextualized integration into nursing technician training. The evaluation of the educational product indicated a high level of acceptance and recognized its relevance in promoting critical thinking, broadening the understanding of care, and strengthening comprehensiveness in technical-level education. The practical experience conducted in the ICHP Care Room, an in-person activity of the course, demonstrated positive impacts on participants' well-being, reinforcing the therapeutic and pedagogical potential of these practices and their capacity to integrate theory, care, and humanization. It is concluded that the research objectives were achieved and that the inclusion of ICHP in Professional and Technological Education reinforces the commitment to an emancipatory and sensitive education, aligned with the principles of the Brazilian Unified Health System and the foundations of comprehensiveness and polytechnic education. Furthermore, the educational product contributes to transforming pedagogical practices and expanding perspectives on health care, highlighting that teaching also constitutes an act of social transformation.