Effects designing image and thinking the body in different spaces / Projetando imagem e pensando o corpo nos diferentes espaços

Abstract

Projetando imagem e pensando o corpo nos diferentes espaços Proyectando imagen y pensando el cuerpo en diferentes espacios ABSTRACTObjectives: Produce dialogues from the creation of an individual design on the perception of the own body as a health care element; place the body in the institutional space and collectively discuss their occupation in the professional fields of expertise, and political power. Method: Playful production in class in graduate school, with nurses, doctors, engineers and physiotherapists in the first half of 2016. If made content analysis. Results: The body generates flows, sensitivity, territory and imagination. They emerged from the psychodynamic categories, psychological effects, metamorphosis and desire. They recognize the importance of transit in the three fields, predominantly 93% in the professional space, 53% political and 53% in power. Some opted for two spaces simultaneously and there was no new creation. Conclusion: The strategy of playing to teach the dialogic environment allowed active participation and resized thinking necessary for employment and unemployment transverse spaces at work. reconocen la importancia de transitar en los tres campos predominando 93% en el espacio profesional, 53% en el político y 53% en el de poder. DescriptorsAlgunos optaron por dos espacios simultáneamente y no hubo nueva creación. Conclusión: La estrategia del juego para enseñar en un ambiente dialógico permitió pensar en la ocupación y desocupación de espacios transversales en el trabajo.Descriptores: Cuerpo Humano, Espacio Personal, Materiais de Enseñanza, Poder.

Simulated scenes: a pedagogical experiment to reflect about conflict management in nursing care

“…Furthermore, in the search for the alignment of the training of nurses with the proposals expressed in the national curricular guidelines, other strategies, such as the simulation of scenes, are likely to be implemented. This activity can offer society a professional who is critical, reflective, humanitarian, open to constant updating, with supported by scientific evidences, who can assume their leading role in the management of nursing care (1,5,14) .…”

“…Every day, teachers and students gather in different spaces to reflect on nursing and its stance in the postmodern world. From this perspective, it is not uncommon to observe nursing students accustomed to the educational experience of just sitting and listening to the teacher talk about topics of interest, while inside the classroom they are induced to learn care management based on traditional teaching-learning strategies (1) .…”

Care management: reflections produced in teaching of nursing through image creation

“…A aposta em investigar o gerenciamento do cuidado na perspectiva de estudantes universitários de enfermagem, posiciona professores e investigadores da área de gerência do cuidado em campos e núcleos de saberes desafiadores. Isso porque ao abandonar modelos tradicionais de ensino para construir com eles modos ativos de ensinar-aprender, abre-se a possibilidade de (re)significar dilemas do cotidiano dos serviços de saúde, da profissão e da própria vida (Esplendori;Kobayashi;Püschel, 2022;Araujo et al, 2018).…”

Saúde e doença: discursos de estudantes ingressantes no curso de bacharelado em Enfermagem

“…O desafio consiste em criar espaços (intersubjetivos) para resolução de problemas que sejam capazes de tirar os estudantes de um anestesiamento corriqueiro, representado pelo tradicional costume à permanente experiência de sentar e ouvir o professor discursar sobre temas de interesse deles. Por ofício da prática, isso os mantêm parados, olhando, muitas vezes, sem ver, ouvir e perguntar (3)(4) . Certamente, é preciso (re)pensar o processo de ensino-aprendizagem mediante novos modos capazes de minimizar no estudante a hipervalorização da racionalidade científica apresentada claramente como sinal e sintoma de doença.…”