Diálogos entre a arte e a educação: uma experiência no ensino da disciplina de administração em saúde

Abstract

RESUMO:Relata-se a experiência do ensino da administração em saúde em conversas com as expressões artísticas no curso de graduação em enfermagem, mediadas pela obra -As Intermitências da Morte, de José Saramago. Teoriza-se sobre o desenvolvimento da autonomia, do potencial criativo e da capacidade de abstração na formação de enfermeiros por meio da interface entre a arte e a educação. Objetiva-se refletir sobre as possibilidades de aprendizagem a partir das expressões da arte, bem como analisar a experiência do ensino da gestão do Sistema Único de Saúde em diálogo com a arte e a educação. A vivência indica que a interface entre a produção acadêmica, a teorização das práticas, a criatividade, a abstração ética e estética produz sentidos de aprendizagem que ultrapassam a racionalidade instrumental, contribuindo para a formação de cidadãos e profissionais de saúde. DESCRITORES:Enfermagem. Educação em enfermagem. Arte. Materiais de ensino. Administração em saúde. DIALOGUE BETWEEN ART AND EDUCATION: AN EXPERIENCE IN THE TEACHING OF HEALTH ADMINISTRATION CLASSEABTRACT: In this study is described an experience on teaching of health administration in a nursing graduation course, mediated by José Saramago's book titled -The Intermittency of the Death. It is discussed the autonomy development, the creativity potential and the abstraction capacity during the nursing graduation course, through the interface between art and education. Claiming to show the learning possibilities with the use of art expressions and analyzing the experience of teaching Public Health System management in dialogue with art and education, begins a theoretical reflection on health administration content with the art expression. The experience indicates that the interface between the academic production, the practice theory, the creativity, the ethical and aesthetical abstraction produces learning that goes beyond of the rationality instrumental, contributing to capacity citizens and health professionals. DESCRIPTORS:Nursing. Nursing, education. Art. Teaching materials. Health administration. DIÁLOGOS ENTRE ARTE Y EDUCACIÓN: UNA EXPERIENCIA EN LA ENSEÑANZA DE LA ASIGNATURA ADMINISTRACIÓN EN SALUD RESUMEN:En este estudio se describe una experiencia vivida en la enseñanza de la asignatura Administración en Salud, en el curso de enfermería, la cual fue mediada por el libro -Las Intermitencias de la Muerte de José Saramago. Se discute sobre el desarrollo de la autonomía, el potencial creativo y la capacidad de abstracción en la formación de enfermeros, a través de la interfaz entre arte y educación. Su objetivo es reflexionar sobre las posibilidades de aprendizaje usando las expresiones del arte, así como analizar la experiencia de la enseñanza de la gestión del Sistema Público de Salud en diálogo con el arte y la educación. La experiencia vivida indica que la interfaz entre la producción académica, la teorización de las prácticas, la creatividad, la abstracción ética y estética produce sentidos de aprendizaje que van más allá de la racionalidad instrum...

Estratégias Didáticas No Processo De Ensino-Aprendizagem De Gestão Em Enfermagem

“…The purpose of this integration was to promote creativity and skills for developing abstraction, systematizing ideas and elaborating projects as requirements for health training. 21 …”

Dificuldades No Transporte Inter-Hospitalar De Recém-Nascido Crítico Realizado Pelas Equipes Do Serviço De Atendimento Móvel De Urgência

“…22 Knowledge is essential and must be seen as a living dynamic to produce interpretations, meanings, criticisms and ways of participating in reality. 23 Although Transport Medicine has an important place in the international scene, Brazil still has isolated initiatives for its propagation. The Brazilian Society of Pediatrics and the Brazilian Nursing Association enable training by distance and face-to-face education on neonatal transport.…”

Aprendizagem em saúde mental por meio da produção videográfica: relato de experiência

“…20 In addition to inclusion of singularities, the students consider the experience to be […] a space for the alternative manifestation of creativity, providing a lucid, proliferative environment of theoretical and practical knowledge (G2). Education governed by the recreation of subjects, the capacity for self development, and reflection about the dynamic of complex and ambivalent situations implies the innovation of pedagogic strategies [21][22][23] in the less innocent consideration of the curriculum, as "place, space, territory and relationship of power". 22:772 In this experience, as verified in the perception of the students, the initiative valued the creative aspect of the process of production of knowledge, strengthening subjectivity.…”

“…In other words, the art, as an expression of the mediating sensibility of transcendences of the spirit, was taken in its capacity to stimulate creativity, which increased understanding of the world and evoked meanings that surpassed the formalism of the teaching institutions. [22][23][24][25][26] In this sense, it is highlighted that the alliance between the active methodologies of learning, especially PBL, and other strategies that promote creativity and ethical and aesthetic abstraction, can produce meanings from learning and knowledge that surpass instrumental rationality, contributing to the formation of critical citizens and innovative health care professionals, for work in a context that is constantly changing. 10,[23][24][25] Here, we should remember the perspective of significative learning 26 as that which overcomes mechanical or memory learning, and advances to contribute to the reinvention of subjects from their cognitive restructuring.…”

“…27 Thus, it supports the formation of autonomous, creative, participatory subjects that are engaged with the reality in which they want to intervene, transcending the modulatory and regulatory aspects commonly instituted in processes of nursing education in Brazil. 22 Here, the affective and intellectual dimension of learning gain importance, in the perspective of the production of new knowledge, through the exercise of curiosity, intuition, emotion and responsibility, in addition to the critical capacity to observe and follow the object/objective. 2 The reports verify that, in this approximation with professional practice, albeit through the videos, a welcoming attitude was valued of qualified and humanized care, highlighting […] the role of the professionals was given to the nurse, as the welcome and propagator of qualified and humanized attention (G4).…”