In the context of a daycare center: nursing and their representations of child care as an educational act

Detalhes bibliográficos
Autor(a) principal: Sarubbi Jr., Vicente
Data de Publicação: 2014
Outros Autores: Muylaert, Camila Junqueira, Gallo, Sophia Motta, Gallo, Paulo Rogério
Tipo de documento: Artigo
Idioma: eng
por
Título da fonte: Revista da Escola de Enfermagem da USP (Online)
Texto Completo: https://www.revistas.usp.br/reeusp/article/view/103104
Resumo: This study aimed to analyze the social representations in the professionals of technical staff, who work with children at USP daycare centers. Eight professionals of the nursing field underwent a semi-structured interview. The interviews were recorded and transcribed in their entirety and the content of the discourse was subjected to thematic-categorical analysis. The categories were transformed into variables and processed by the software Classification Hiérarchique Classificatoire et Cohésitive (CHIC®) and analyzed by the hierarchical similarity tree. The results indicate that actions to promote health are reported as educational and transformative, in which health care gains new meaning through contextualized conceptions in the field of child education. We conclude that professionals attribute new meanings to their practices in the health care environment of daycare centers as their representations shifts from the logic of the biomedical field to a logic of educational care. In this sense, they perceive themselves as being challenged to establish an interaction with the children in terms of their activities related to the promotion of health and in an educational act.
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spelling In the context of a daycare center: nursing and their representations of child care as an educational act No contexto da creche: a enfermagem e suas representações do cuidado à criança como ato educativo. En el contexto de la guardería: enfermería y sus representaciones de cuidado infantil como un acto educativo This study aimed to analyze the social representations in the professionals of technical staff, who work with children at USP daycare centers. Eight professionals of the nursing field underwent a semi-structured interview. The interviews were recorded and transcribed in their entirety and the content of the discourse was subjected to thematic-categorical analysis. The categories were transformed into variables and processed by the software Classification Hiérarchique Classificatoire et Cohésitive (CHIC®) and analyzed by the hierarchical similarity tree. The results indicate that actions to promote health are reported as educational and transformative, in which health care gains new meaning through contextualized conceptions in the field of child education. We conclude that professionals attribute new meanings to their practices in the health care environment of daycare centers as their representations shifts from the logic of the biomedical field to a logic of educational care. In this sense, they perceive themselves as being challenged to establish an interaction with the children in terms of their activities related to the promotion of health and in an educational act. O estudo teve como objetivo analisar as representações sociais dos profissionais das equipes técnicas que trabalham nas creches da Universidade de São Paulo (USP). Foram entrevistados oito profissionais da área de enfermagem com o uso de um roteiro semiestruturado. As entrevistas foram gravadas e transcritas na íntegra e o conteúdo submetido à análise de conteúdo temático-categorial. As categorias foram transformadas em variáveis, processadas pelo software Classification Hiérarchique Classificatoire et Cohésitive (CHIC®) e analisadas pela árvore hierárquica de similaridade (cluster multinível). Os resultados indicam que as ações acerca da promoção à saúde são relatadas como educativas e transformadoras, em que o cuidado em saúde ganha novos significados por meio de concepções contextualizadas no campo da educação infantil. Conclui-se que os profissionais ressignificam suas práticas de cuidado em saúde no ambiente das creches em que as representações transitam da lógica biomédica do cuidar para uma lógica educativa do cuidado. Neste sentido, se percebem desafiados na interação que estabelecem com as crianças acerca de sua atuação vinculada à promoção da saúde e ao ato de educar. El objetivo de la investigación estudio fue analizar las representaciones sociales de los técnicos profesionales que trabajan en los centro de atención infantil de la Universidad de São Paulo (USP). Ocho profesionales de enfermería fueron entrevistados mediante un semi-estructurada guión. Las entrevistas fueron grabadas y transcritas y sometidas al análisis de contenido temático-categorial. Las categorías se transformaron en variables procesadas por hiérarchique Classificatoire et Cohesiva software Clasificación (CHIC®) y analizados por similitud árbol jerárquico (clúster de múltiples niveles). Los resultados indican que las acciones sobre promoción de la salud se reportan como educativo y transformador, en que la atención de la salud adquiere nuevos significados a través de concepciones contextualizadas en el campo de la educación infantil. Llegamos a la conclusión de que los profesionales atribuyen nuevos significados a sus prácticas en el ámbito sanitario de los centro de atención infantil sus representaciones turnos desde la lógica del campo de la biomedicina a la lógica de la atención educativa. En este sentido, los propios que perciben al ser desafiados a establecerse una interacción con los niños en términos de sus actividades relacionadas con la promoción de la salud y en un acto educativo. Universidade de São Paulo. Escola de Enfermagem2014-12-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttps://www.revistas.usp.br/reeusp/article/view/10310410.1590/S0080-623420140000800008Revista da Escola de Enfermagem da USP; v. 48 (2014): Número Especial2; 46-52Revista da Escola de Enfermagem da USP; Vol. 48 (2014): Special Number2; 46-52Revista da Escola de Enfermagem da USP; Vol. 48 (2014): Numero Especial2; 46-521980-220X0080-6234reponame:Revista da Escola de Enfermagem da USP (Online)instname:Universidade de São Paulo (USP)instacron:USPengporhttps://www.revistas.usp.br/reeusp/article/view/103104/101430https://www.revistas.usp.br/reeusp/article/view/103104/101431http://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessSarubbi Jr., Vicente Muylaert, Camila Junqueira Gallo, Sophia Motta Gallo, Paulo Rogério 2016-01-14T17:51:18Zoai:revistas.usp.br:article/103104Revistahttps://www.revistas.usp.br/reeuspPUBhttps://www.revistas.usp.br/reeusp/oai||nursingscholar@usp.br1980-220X0080-6234opendoar:2016-01-14T17:51:18Revista da Escola de Enfermagem da USP (Online) - Universidade de São Paulo (USP)false
dc.title.none.fl_str_mv In the context of a daycare center: nursing and their representations of child care as an educational act
No contexto da creche: a enfermagem e suas representações do cuidado à criança como ato educativo.
En el contexto de la guardería: enfermería y sus representaciones de cuidado infantil como un acto educativo
title In the context of a daycare center: nursing and their representations of child care as an educational act
spellingShingle In the context of a daycare center: nursing and their representations of child care as an educational act
Sarubbi Jr., Vicente
title_short In the context of a daycare center: nursing and their representations of child care as an educational act
title_full In the context of a daycare center: nursing and their representations of child care as an educational act
title_fullStr In the context of a daycare center: nursing and their representations of child care as an educational act
title_full_unstemmed In the context of a daycare center: nursing and their representations of child care as an educational act
title_sort In the context of a daycare center: nursing and their representations of child care as an educational act
author Sarubbi Jr., Vicente
author_facet Sarubbi Jr., Vicente
Muylaert, Camila Junqueira
Gallo, Sophia Motta
Gallo, Paulo Rogério
author_role author
author2 Muylaert, Camila Junqueira
Gallo, Sophia Motta
Gallo, Paulo Rogério
author2_role author
author
author
dc.contributor.author.fl_str_mv Sarubbi Jr., Vicente
Muylaert, Camila Junqueira
Gallo, Sophia Motta
Gallo, Paulo Rogério
description This study aimed to analyze the social representations in the professionals of technical staff, who work with children at USP daycare centers. Eight professionals of the nursing field underwent a semi-structured interview. The interviews were recorded and transcribed in their entirety and the content of the discourse was subjected to thematic-categorical analysis. The categories were transformed into variables and processed by the software Classification Hiérarchique Classificatoire et Cohésitive (CHIC®) and analyzed by the hierarchical similarity tree. The results indicate that actions to promote health are reported as educational and transformative, in which health care gains new meaning through contextualized conceptions in the field of child education. We conclude that professionals attribute new meanings to their practices in the health care environment of daycare centers as their representations shifts from the logic of the biomedical field to a logic of educational care. In this sense, they perceive themselves as being challenged to establish an interaction with the children in terms of their activities related to the promotion of health and in an educational act.
publishDate 2014
dc.date.none.fl_str_mv 2014-12-01
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://www.revistas.usp.br/reeusp/article/view/103104
10.1590/S0080-623420140000800008
url https://www.revistas.usp.br/reeusp/article/view/103104
identifier_str_mv 10.1590/S0080-623420140000800008
dc.language.iso.fl_str_mv eng
por
language eng
por
dc.relation.none.fl_str_mv https://www.revistas.usp.br/reeusp/article/view/103104/101430
https://www.revistas.usp.br/reeusp/article/view/103104/101431
dc.rights.driver.fl_str_mv http://creativecommons.org/licenses/by-nc/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv http://creativecommons.org/licenses/by-nc/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Universidade de São Paulo. Escola de Enfermagem
publisher.none.fl_str_mv Universidade de São Paulo. Escola de Enfermagem
dc.source.none.fl_str_mv Revista da Escola de Enfermagem da USP; v. 48 (2014): Número Especial2; 46-52
Revista da Escola de Enfermagem da USP; Vol. 48 (2014): Special Number2; 46-52
Revista da Escola de Enfermagem da USP; Vol. 48 (2014): Numero Especial2; 46-52
1980-220X
0080-6234
reponame:Revista da Escola de Enfermagem da USP (Online)
instname:Universidade de São Paulo (USP)
instacron:USP
instname_str Universidade de São Paulo (USP)
instacron_str USP
institution USP
reponame_str Revista da Escola de Enfermagem da USP (Online)
collection Revista da Escola de Enfermagem da USP (Online)
repository.name.fl_str_mv Revista da Escola de Enfermagem da USP (Online) - Universidade de São Paulo (USP)
repository.mail.fl_str_mv ||nursingscholar@usp.br
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