Abstract:

Introduction:
The child domestic violence is a health problem in Brazil and in the world. Health services are strategic in addressing, identifying, guiding, advising and preventing new events and it is important to develop professional skills and competencies for the management of cases. The competencies model is an appropriate way to qualify health professionals.

Goal:
Describe the steps to development of e-learning for Primary Health Care professionals to cope with child domestic violence from the perspective of the professional competency model and using Critical-emancipative workshops.

Method:
Applied research, supported by the theoretical frameworks of social research, action research, Information and Communication Technology, pedagogy of autonomy and professional competency model. The emancipatory critical workshops constituted the methodological framework. Study conducted in five steps, with researchers and experts in domestic violence, gender, health needs, collective health, professional competencies and Primary Health Care.

Results:
The five steps were:
• Brainstorm: the results of previous studies, literature reviews and discussions between the researchers generated a list of practical skills needed to cope with child domestic violence;
Critical-emancipative Workshops to build the interpretative categories for e-learning: 14 experts met for three days, listened expert presentations, read some articles and carried out discussions activities which resulted in the validation of the proposed knowledge in the first stage;
• Improving data: validated knowledge was reorganized and refined by the researchers, providing the table of contents of the course;
• Workshop to validate content and strategies to e-learning: 14 experts met again for one day, analyzed and debated the proposed summary and at the end, builded the route and pedagogical strategies to develope the ethical political competence, privileged among the other by the central role in the social relations of the people involved in the care of the situations of violence.
• Implementation of pedagogical proposal in a virtual environment: choice of Moodle Platform, object construction of teaching aids and evaluation of usability, accessibility, contents and strategies for students and professionals in Primary Health Care

Conclusion:
The modality of action research implies cooperation and participation of representative researchers on the research topic. The development professional skills can be improved by the pedagogy of autonomy, supported by critical thinking and knowledge relating to professional and social practice. This choice was important to the process of building the course and as a basis for pedagogical proposal. We opted for the modality of distance learning for the possibility of collaborative learning characteristic of the new model of knowledge building mediated by Information and Communication Technologies. In this course, the teacher should be friendly and must articulate and enhance the construction of new knowledge. At the end, the proposal was evaluated positively. In continuity, it is intended to offer the course and validation of the methodology developed.

References:
[1] Fonseca RMGS, Amaral MA. Reinterpretation of the potentiality of Critical-emancipative Workshops.Rev. bras. enferm.65( 5 ):780-787.
[2] Marques CMS, Egry EY. The competencies of health professionals and the ministerial policies.Rev. esc. enferm. USP 45( 1 ):187-193.
[3] Financial supported: FAPESP

Keywords:

Professional Competence, e-learning, Primary Health Care, Child Domestic Violence.