Dramatization as a device for Permanent Education in Mental Health: An intervention-research

Abstract

The article analyzes repercussions of dramatization as a device for permanent education in mental health in Primary Care. An intervention-research was conducted with twenty workers from two teams of the Family Health Strategy, based on the theoretical-methodological framework of Institutional Socioclinic. Dramatization was used as a device to enable the process of in-service education, allowing to observe the disarticulation of work and the centering of care in three axes: Disease, medication and medical or nursing decisions as instituted actions in the service. However, it provided learning through problematization of work and self-looking.