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.
Keywords
Mental health; Permanent education in health; Primary health care; Institutional socioclinic