Empoderamento de gestantes e de enfermeiras obstétricas, mediado pelas práticas educativas em saúde no campo desmedicalizado: estudo sociopoético

• Autor(a) principal: Costa, Rafael Ferreira da
• Data de Publicação: 2016
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/11153
• topic: Health education; Obstetric nursing; Sociopoetic; Autonomia; Educação em saúde; Enfermagem obstétrica; Saúde da mulher; Sociopoética; CNPQ::CIENCIAS DA SAUDE::ENFERMAGEM

This is a qualitative study whose object was the female empowerment mediated by educational practices in groups of pregnant women carried out by obstetric nurses in non- medicalized area. It is considered that obstetric nurses in non-medicalized area use educational practices in groups of pregnant women and female empowerment strategy. The objectives of this study were: to present the skills of obstetric nurses as mediators of educational practices in groups of pregnant women in non-medicalized area; to describe the pedagogical basis present in these practices; to analyze the dimensions of female empowerment activated by educational practices in health; and to outline the guidelines for the care/education in the perspective of the studied educational practices as female empowerment strategy. The thematic support included the empowerment fundamentals and the educationtheoretical reference, based on the conceptions of Demerval Saviani and health education. The methodology followed the steps and principles of sociopoetic theory, using the techniques of "Experience of geomythic places" (EGP) and dynamics of "Body as a minimum territory" (DBMT); analyses of the produced data were described based on the sociopoetic studies. Research participants were obstetric nurses and a social worker, working in non- medicalized care service, and pregnant women attended by the same service in the municipality of Rio de Janeiro. This research was approved by the Ethics Committee of the Rio de Janeiro State University (CEP/UERJ), Opinion No. 655319. Results show: the skills of obstetric nurses as mediators of educational practices are focused on hosting, creation of relationships, and promotion of security sense that arise from their committed competent care, technically and politically; pedagogical reasons included in the educational practices follow the methodological rigor based on reflective and philosophical action directed toward a historical-critical dimension of education; ability and pedagogical basis result in activation of female empowerment dimensions at the individual and organizational levels, with the potential for the Community level; building guidelines for the care/education of women's health in view of non-medicalization based on the researcher group's imagination (RG). Thus, it was possible to state that the educational practices in pregnant women groups in non- medicalized area, in which the obstetric nurse is mediator, are cares that become a tool of non-medicalized care when mediating the activation of women's empowerment dimensions.