<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1982-9949</journal-id>
<journal-title><![CDATA[Reflexão e Ação]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Reflex.]]></abbrev-journal-title>
<issn>1982-9949</issn>
<publisher>
<publisher-name><![CDATA[Editora da Universidade de Santa Cruz do Sul - EDUNISC]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-99492016000300246</article-id>
<article-id pub-id-type="doi">10.17058/rea.v24i3.5420</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Reorientação do ensino no SUS: para além do quadrilátero, o prisma da educação]]></article-title>
<article-title xml:lang="en"><![CDATA[Education in reorientation SUS: beyond the known four-way approach, the education prisma]]></article-title>
<article-title xml:lang="es"><![CDATA[Educación en SUS reorientación: más allá del cuadrilátero, educación prisma]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vendruscolo]]></surname>
<given-names><![CDATA[Carine]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Prado]]></surname>
<given-names><![CDATA[Marta Lenise do]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Kleba]]></surname>
<given-names><![CDATA[Maria Elisabeth]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Estado de Santa Catarina Departamento de Enfermagem ]]></institution>
<addr-line><![CDATA[Chapecó SC]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Santa Catarina Departamento de Enfermagem e do Programa de Pós Graduação ]]></institution>
<addr-line><![CDATA[Florianópolis RS]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Comunitária da Região de Chapecó  ]]></institution>
<addr-line><![CDATA[Chapecó SC]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2016</year>
</pub-date>
<volume>24</volume>
<numero>3</numero>
<fpage>246</fpage>
<lpage>260</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-99492016000300246&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-99492016000300246&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-99492016000300246&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Prop&#245;e-se a reflex&#227;o sobre estrat&#233;gias de reorienta&#231;&#227;o da forma&#231;&#227;o e dos processos de Educa&#231;&#227;o Permanente em Sa&#250;de, por meio da observa&#231;&#227;o de inst&#226;ncias intersetoriais de gest&#227;o desses movimentos. Pondera-se sobre a disposi&#231;&#227;o dos sujeitos sociais que integram o conhecido quadril&#225;tero que representa os segmentos integrantes de tais processos (ensino, gest&#227;o, aten&#231;&#227;o e controle social), na din&#226;mica da forma&#231;&#227;o/educa&#231;&#227;o, representada pela figura. Considera-se que, com essa estrutura, o quadril&#225;tero, por vezes, n&#227;o se reafirma como tal, ora faltando elementos para encaixar os v&#233;rtices, ora com a interven&#231;&#227;o de outros elementos em um mesmo segmento, configurando-se o que pode-se definir como prisma, para al&#233;m de quadril&#225;tero. Reflexos s&#227;o provocados pela a&#231;&#227;o do quadril&#225;tero, contudo, ressalta-se que as rela&#231;&#245;es dial&#243;gicas dos sujeitos geram oportunidades significativas de prismas que traduzem melhor a complexidade, a riqueza e a pot&#234;ncia dos movimentos de educa&#231;&#227;o na sa&#250;de.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: It is proposed to reflect on the strategies for reorienting the training and processes of Continuing Education in Health, by observing of intersectoral management instances of these movements. Ponders about the move of social subjects that comprise the known four-way approach (teaching, management, care and social control) in the formation, the dynamics of training/education, represented by the figure. It is considered that with this structure, the four-way approach, sometimes not reaffirmed as such, now missing elements to fit the vertices, sometimes with the use of other elements in the same segment, setting up what can be defined as "prism", in addition to four-way approach. Reflections are caused by the action of the four-way approach, but, in addition, the dialogical relationship of subjects generate significant opportunities of the prisms that translate best complexity, the wealth and the power of education movements in health]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Se propone reflexionar sobre las estrateg&#237;as para la reorientaci&#243;n de la formaci&#243;n y los procesos de Educaci&#243;n Continua en Salud, mediante la observaci&#243;n de las instancias de gesti&#243;n intersectorial de estos movimientos. Ponder est&#225; en la disposici&#243;n de los sujetos sociales que componen el conocido cuadril&#225;tero que representa los segmentos de los miembros de tales procesos (docencia, gesti&#243;n, atenci&#243;n y control social), la din&#225;mica de la formaci&#243;n/ducaci&#243;n, representados por la figura. Se considera que con esta estructura, el cuadril&#225;tero, a veces no es caracterizado como tal, que le faltan elementos para adaptarse a los v&#233;rtices, a veces con el uso de otros elementos en el mismo segmento, formando lo que puede ser definido como "prisma", m&#225;s all&#225; de uno cuadril&#225;tero. Reflexiones son causadas por la acci&#243;n del cuadril&#225;tero, pero, adem&#225;s, la relaci&#243;n dial&#243;gica de los sujetos puede generar oportunidades significativas de prismas que mejor traducen la complejidad, la riqueza y el poder de los movimientos de educaci&#243;n en salud.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Continuada]]></kwd>
<kwd lng="pt"><![CDATA[Ensino]]></kwd>
<kwd lng="pt"><![CDATA[Serviços de Integração Docente-Assistencial]]></kwd>
<kwd lng="pt"><![CDATA[Sistema Único de Saúde]]></kwd>
<kwd lng="en"><![CDATA[Continuing Education]]></kwd>
<kwd lng="en"><![CDATA[Teaching]]></kwd>
<kwd lng="en"><![CDATA[Teaching Care Integration Service]]></kwd>
<kwd lng="en"><![CDATA[Unified Health System]]></kwd>
<kwd lng="es"><![CDATA[Educación Continua]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza]]></kwd>
<kwd lng="es"><![CDATA[Servicios de Integración Docente Asistencial]]></kwd>
<kwd lng="es"><![CDATA[Sistema Único de Salud]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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