Contributions from pedagogical workshops to the interlocutor's training in continuing education in health
Autor(a) principal: | |
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Data de Publicação: | 2018 |
Outros Autores: | , , , |
Tipo de documento: | Artigo |
Idioma: | por eng |
Título da fonte: | Revista Eletrônica de Enfermagem |
Texto Completo: | https://revistas.ufg.br/fen/article/view/50148 |
Resumo: | The aim was to identify the contributions from pedagogical workshops to the interlocutor’s training for Continuing Education in Health. This is a longitudinal study, conducted from 2015 to 2017, with a qualitative approach. Fifteen interlocutors from the Center of Continuing Education in Health participated in the study, representing the cities of the northeast region of São Paulo state. The information was collected through a sociodemographicquestionnaire and a focus group; such information was transcribed, submitted to content analysis and interpreted using the Freirian Critical Pedagogy. Two categories were configured: “From the verbalism and activism time to the conscient act in the CEH” and “From the obstinacy of the traditional teaching method to actions in CEH as an active method”.The cycle of activities, grounded in the action-reflection-action, experienced in the pedagogical workshops, contributed to the comprehension of introductory concepts and assumptions of the active learning method to build collective education spaces, in opposition to the traditional teaching method. |
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Contributions from pedagogical workshops to the interlocutor's training in continuing education in healthContribuições de oficinas pedagógicas na formação do interlocutor da educação permanente em saúdeThe aim was to identify the contributions from pedagogical workshops to the interlocutor’s training for Continuing Education in Health. This is a longitudinal study, conducted from 2015 to 2017, with a qualitative approach. Fifteen interlocutors from the Center of Continuing Education in Health participated in the study, representing the cities of the northeast region of São Paulo state. The information was collected through a sociodemographicquestionnaire and a focus group; such information was transcribed, submitted to content analysis and interpreted using the Freirian Critical Pedagogy. Two categories were configured: “From the verbalism and activism time to the conscient act in the CEH” and “From the obstinacy of the traditional teaching method to actions in CEH as an active method”.The cycle of activities, grounded in the action-reflection-action, experienced in the pedagogical workshops, contributed to the comprehension of introductory concepts and assumptions of the active learning method to build collective education spaces, in opposition to the traditional teaching method.Objetivou-se identificar as contribuições de oficinas pedagógicas na formação do interlocutor da Educação Permanente em Saúde. Estudo longitudinal, realizado no período de 2015 a 2017, com abordagem qualitativa, do qual participaram 15 interlocutores do Núcleo de Educação Permanente em Saúde, representantes de municípios do nordeste paulista. As informações foram coletadas por questionário sociodemográfico e grupo focal; tais informações foram transcritas, submetidas à análise de conteúdo e interpretadas à luz da Pedagogia Crítica Freiriana. Configuraram-se duas categorias: “Do tempo do verbalismo e ativismo ao ato consciente na EPS” e “Da obstinação do método tradicional de ensino às ações em EPS com método ativo”. O ciclo de atividades, fundamentado na ação-reflexão-ação, vivenciado nas oficinas pedagógicas, contribuiu para compreensão dos conceitos introdutórios e pressupostos do método ativo de aprendizagem na construção de espaços coletivos de educação, em contraposição ao método tradicional de ensino.Faculdade de Enfermagem da UFG2018-12-31info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttps://revistas.ufg.br/fen/article/view/5014810.5216/ree.v20.50148Revista Eletrônica de Enfermagem; Vol. 20 (2018); v20a47Revista Eletrônica de Enfermagem; v. 20 (2018); v20a471518-1944reponame:Revista Eletrônica de Enfermageminstname:Universidade Federal de Goiás (UFG)instacron:UFGporenghttps://revistas.ufg.br/fen/article/view/50148/32935https://revistas.ufg.br/fen/article/view/50148/32936Copyright (c) 2019 Revista Eletrônica de Enfermagemhttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessMartins, Vivian do PradoLopes Dorneles, LetíciaSilva Morelato Coloni, CarolineBernardes, AndréaAndrade Aukar de Camargo, Rosangela2022-05-24T19:26:09Zoai:ojs.revistas.ufg.br:article/50148Revistahttps://revistas.ufg.br/fenPUBhttps://revistas.ufg.br/fen/oairee.fen@ufg.br1518-19441518-1944opendoar:2022-05-24T19:26:09Revista Eletrônica de Enfermagem - Universidade Federal de Goiás (UFG)false |
dc.title.none.fl_str_mv |
Contributions from pedagogical workshops to the interlocutor's training in continuing education in health Contribuições de oficinas pedagógicas na formação do interlocutor da educação permanente em saúde |
title |
Contributions from pedagogical workshops to the interlocutor's training in continuing education in health |
spellingShingle |
Contributions from pedagogical workshops to the interlocutor's training in continuing education in health Martins, Vivian do Prado |
title_short |
Contributions from pedagogical workshops to the interlocutor's training in continuing education in health |
title_full |
Contributions from pedagogical workshops to the interlocutor's training in continuing education in health |
title_fullStr |
Contributions from pedagogical workshops to the interlocutor's training in continuing education in health |
title_full_unstemmed |
Contributions from pedagogical workshops to the interlocutor's training in continuing education in health |
title_sort |
Contributions from pedagogical workshops to the interlocutor's training in continuing education in health |
author |
Martins, Vivian do Prado |
author_facet |
Martins, Vivian do Prado Lopes Dorneles, Letícia Silva Morelato Coloni, Caroline Bernardes, Andréa Andrade Aukar de Camargo, Rosangela |
author_role |
author |
author2 |
Lopes Dorneles, Letícia Silva Morelato Coloni, Caroline Bernardes, Andréa Andrade Aukar de Camargo, Rosangela |
author2_role |
author author author author |
dc.contributor.author.fl_str_mv |
Martins, Vivian do Prado Lopes Dorneles, Letícia Silva Morelato Coloni, Caroline Bernardes, Andréa Andrade Aukar de Camargo, Rosangela |
description |
The aim was to identify the contributions from pedagogical workshops to the interlocutor’s training for Continuing Education in Health. This is a longitudinal study, conducted from 2015 to 2017, with a qualitative approach. Fifteen interlocutors from the Center of Continuing Education in Health participated in the study, representing the cities of the northeast region of São Paulo state. The information was collected through a sociodemographicquestionnaire and a focus group; such information was transcribed, submitted to content analysis and interpreted using the Freirian Critical Pedagogy. Two categories were configured: “From the verbalism and activism time to the conscient act in the CEH” and “From the obstinacy of the traditional teaching method to actions in CEH as an active method”.The cycle of activities, grounded in the action-reflection-action, experienced in the pedagogical workshops, contributed to the comprehension of introductory concepts and assumptions of the active learning method to build collective education spaces, in opposition to the traditional teaching method. |
publishDate |
2018 |
dc.date.none.fl_str_mv |
2018-12-31 |
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://revistas.ufg.br/fen/article/view/50148 10.5216/ree.v20.50148 |
url |
https://revistas.ufg.br/fen/article/view/50148 |
identifier_str_mv |
10.5216/ree.v20.50148 |
dc.language.iso.fl_str_mv |
por eng |
language |
por eng |
dc.relation.none.fl_str_mv |
https://revistas.ufg.br/fen/article/view/50148/32935 https://revistas.ufg.br/fen/article/view/50148/32936 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2019 Revista Eletrônica de Enfermagem https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2019 Revista Eletrônica de Enfermagem https://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf application/pdf |
dc.publisher.none.fl_str_mv |
Faculdade de Enfermagem da UFG |
publisher.none.fl_str_mv |
Faculdade de Enfermagem da UFG |
dc.source.none.fl_str_mv |
Revista Eletrônica de Enfermagem; Vol. 20 (2018); v20a47 Revista Eletrônica de Enfermagem; v. 20 (2018); v20a47 1518-1944 reponame:Revista Eletrônica de Enfermagem instname:Universidade Federal de Goiás (UFG) instacron:UFG |
instname_str |
Universidade Federal de Goiás (UFG) |
instacron_str |
UFG |
institution |
UFG |
reponame_str |
Revista Eletrônica de Enfermagem |
collection |
Revista Eletrônica de Enfermagem |
repository.name.fl_str_mv |
Revista Eletrônica de Enfermagem - Universidade Federal de Goiás (UFG) |
repository.mail.fl_str_mv |
ree.fen@ufg.br |
_version_ |
1797049171635601408 |