TELEHEALTH IN PRIMARY CARE BETWEEN DIGITAL MEDIATIONS AND HUMANIZED CARE

Abstract

Schools that aim to be inclusive still face uncomfortable silences when it comes to truly embracing the uniqueness of students with autism. Daily practices reveal not only the lack of the consolidation of telehealth as a care device in Primary Health Care (PHC) does not eliminate contradictions between technical efficiency and humanized bonds. In a scenario marked by structural inequalities, technological mediation can both expand access to care and generate automated practices that neglect the subjective aspects of the clinical encounter. The ethical challenge lies in incorporating connective technologies without compromising sensitive listening, the uniqueness of the patient, and the autonomy of frontline professionals. The research adopts a qualitative approach, anchored in a bibliographic survey, with an emphasis on publications that examine the effects of telehealth on PHC bonds, protocols, and practices. The study seeks to challenge the limits and scope of digital mediations, considering the diversity of territories and the complexity of the training challenges faced by professionals who work between platforms and local realities. The results suggest that telehealth, when thought of as a pedagogical and political tool, can favor collaborative networks, reorganize care flows, and consolidate shared care strategies. However, this depends on the articulation between digital skills and active listening, interdisciplinary training and public management that is sensitive to territorial singularities. The work is structured around six reflective cores that address the impacts of technologies on PHC, mediation methods, ethical dilemmas, professional training, system organization and possibilities for innovation in digital care.