Challenges of a questioning education to health professionals in a multiprofessional residency program

Abstract

We aim to reflect upon the difficulties and potentials of applying a questioning education in a multiprofessional health residency program to strengthen the Brazilian National Health System (SUS) by qualifying pedagogical actions in this field. This is a participative evaluative research of the case-study type, with a qualitative approach, conducted in a multiprofessional mental health residency program. Among the identified Freire’s pedagogical elements, the action-reflection-action feedback loop is highlighted, which enables to intensify the educational process. The limitations of a questioning educational proposal, on the other hand, were related to contradictions with the educational and practical models in health. An improved appropriation of the educational foundations that base multiprofessional health residencies by tutors, preceptors, and residents enables to intensify the teaching and learning process of SUS workers.