Table 2.
Main Categories of Theme 1 Identified in the Interviews.
| Categories | Primary theme |
|---|---|
| Theme 1: Agency fragility for intersectoral collaboration | |
| Local professionals do not participate in intersectoral discussion groups |
 The school and the social [work], they usually bring... the question,
right? About who we're going to talk about... the demands. Then, then, what
happens, they propose a meeting every two months and at that meeting, they
bring a case report. A few days before, they gave me the names. I check with
the health team what is going on, who is the doctor, what about the medication
and the treatment, right? And then we sit down and discuss the case. (Health
Manager 1 – HM1) |
|
From the social work, it is the technicians [that participate], usually
representatives of CRAS [Centro de Referência de Assistência Social - Social
Work Reference Center] and CREAS [Centro de Referência Especializado de
Assistência Social - Specialized Social Work Reference Center]. From the
Department of Education are the managers, usually directors, not the secretary
of education herself, but they are usually managers who attend. (Social Work
Manager – SWM) | |
|
We already have a meeting, you know, it works about every two months, we
have a meeting. But [from] health, it's the management area that participates;
so the health teams themselves, they didn't know about the existence of this
protection network. (SWM) | |
| Planned actions remain sectorial |
[...] the social [work] and education usually bring the problem; and from
the problem they bring we get together, each one in his/her own area, to see
where it can act to reverse that situation. We... talk about the strategies we
will adopt in the sector... in the secretariat, how... how each one of us
could help, right?... In the well-being of that child, right? How we are
going... to solve the problem the child is going through at that moment, the
family and everything else. And I do my best, in health [services], I see
the... appointments, if they’re taking the medication, if they’re consulting
with the doctor properly. Social [work] makes the visit... They also visit. If
the family needs a basic food basket, if the child goes to school, if he is
enrolled. (HM1) |
| Relationship difficulties even within institutional intersectoral programs |
So, I think there is a lack of commitment on the part of the education
department, especially in the Programa Saúde na Escola. We go... we set some
goals... that in the end we can't achieve. And, yes, of course we have
responsibilities, but there is a lack [of action] on the education side as
well. (HM2) |
| Fragile relationships with sport, leisure, culture, and structural sectors |
No, we don't think so yet. They [sport and culture] participate a lot...
when we are going to do, for example, an activity in the square. Then they
provide sound [equipment], which we don't have. They have a better sound
[equipment]. So they, they help us like this, providing sound, providing
space, something we need. They help with publicity, they help, you know,
whatever we need in terms of publicity, they help us. But specific, like...
some kind of planned activity, a project, we don't have with the Department of
Culture. (HM2) |
| Double hiring |
As the NASF [Núcleo de Apoio à Saúde da Família - Family Health Support
Center] nutritionist also works in the education department, I invited her to
be part of the Projeto Nascente. Indirectly, education would also be part of
it. And as one of the NASF psychologists, she also works 20 hours at the NASF
and another 20 hours in social work. So, I also invited her to try to take the
project to social work. (HM3) |