La Terapia Ocupacional y la cultura: Miradas a la transformación social

Abstract

Introducción. Este trabajo descorre sobre la correlación entre la ocupación y la cultura de forma contextualizada y consciente, sobre las dimensiones de la cultura simbólica, económica y ciudadana y el potencial de la Terapia Ocupacional en producir prácticas, investigaciones y conocimiento en este campo. Objetivo. Busca ampliar las reflexiones teóricas y prácticas de la Terapia Ocupacional directamente relacionadas a la cultura en conexión con demandas y problemáticas socioeconómicas, desde los paradigmas crítico y social. Método. Para eso, se presentan cuatro proyectos y programas desarrollados por un grupo de enseñanza, investigación y extensión universitaria, en las áreas de fruición, promoción, producción y gestión cultural con grupos distintos (niños, jóvenes, artistas, población de la calle, comunidades periféricas y usuarios de servicios de salud mental). Las experiencias fueron desarrolladas por un equipo transdisciplinar, coordinadas por un terapeuta ocupacional en São Carlos (SP Brasil). Conclusión. El terapeuta ocupacional se revela como un profesional articulado para promover de forma amplia e integrada las diferentes dimensiones de la cultura, implicadas en las ocupaciones de las personas y colectivos, en la promoción de sus propias culturas y en defensa de la ciudadanía, pertenencia, pluralidad y derechos sociales y humanos. Las prácticas contribuyen para promover la diversidad cultural y la consciencia de un desarrollo más humano, sustentable y responsable.

Occupation, injustice, and anti-Black racism in the United States of America

“…At the foundation of this shift toward communal and community level thinking are theoretical perspectives such as occupational justice (Wilcock & Townsend, 2000), the transactional perspective of occupation (Bailliard, 2013;Cutchin et al, 2017;Lavalley & Bailliard, 2020;Thibeault, 2013), the capabilities approach (Bailliard, 2016), and critical theory (Laliberte Rudman, 2013). The emergence and development of the occupational justice framework (Stadnyk et al, 2010) and the use of critical theory (Huot et al, 2013;Laliberte Rudman, 2010;Silva et al, 2017) signal awareness that considering societal power structures is necessary within occupational science. Recognizing the communal and transactional relationships among communities encourages occupational scholars to consider when and how 'doing together' in community creates social structures, justice, and injustice (Lavalley, 2017;Lavalley & Bailliard, 2020).…”

“…Mundane life is political and can contribute to the liberation or degradation of communities (Bayat, 2013). Social relationships and occupation transactionally emerge and reemerge through one another (Aldrich, 2018;Lavalley, 2017;Silva et al, 2017). These social processes churned racism into everyday US life.…”

“…In recent years, critical examination of the underlying assumptions and theories from which the construct of occupation was developed has revealed deep assumptions regarding individualism (Dickie et al, 2006;Laliberte Rudman, 2013), choice, agency, meaning (Hammell, 2009), and its roots in a North American and European worldview (Algado et al, 2016;Morrison et al, 2011). Personal and environmental factors that contribute to occupational injustices have been identified (e.g., Hocking & Mace, 2017;Silva et al, 2017;Stadnyk et al, 2010), and studies of social structures that restrict occupational opportunities for various communities have been published (e.g., Bailliard, 2016;Braveman & Bass-Haugen, 2009;Galvaan & Peters, 2017;Guajardo Córdoba & Mondaca, 2017;Huot & Veronis, 2018). Yet, attending to occupation itself as a potential contributor to injustice has been rare.…”

Terapias Ocupacionales del Sur: una propuesta para su comprensión

“…Finally, the TTOO of the South is considered historically, socially and culturally, as the authors propose (POLLARD, 2017;POLLARD;SAKELLARIOU, 2017;SILVA et al, 2017;TOLVETT, 2016;RAMUGONDO, 2018). Thus, the knowledge and practices from and in OT can only be understood when considering the conditions and the daily life in which it occurs, and from there, as proposed by Escobar (2000) with the idea of "place-based practices", to promote local aspects over global aspects, generating economic, social and cultural alternatives different from those imposed by the capital, in such a way that symmetrical relationships of power can be restructured among the different social actors.…”

“…b) According to Simó (2016b) and Magalhães et al (2018), English ceases to be the official language for the transmission of knowledge, both in written literature and in speech at the world congresses organized by the World Federation of Occupational Therapy, in such a way that all the possible languages (Spanish, Italian, Portuguese, etc.). c) To recognize art and other cultural expressions as knowledge and as tools for intervention practices that favor heterogeneity, the creation of bonds that improve life experiences and promote social transformation (CASTRO et al, 2016;SILVA et al, 2017;POLLARD, 2017). d) To incorporate the following themes into the curricula against hegemonic: feminism, the decoloniality of power, the world view and/or epistemologies of indigenous people, modes of production different from capitalism, such as cooperativism and the social solidarity economy, among others themes.…”