Continuing education narratives in fragile territories weaving knowledge webs

• Autor(a) principal: BRANDÃO, Vera Maria Antonieta Tordino
• Data de Publicação: 2021
• Outros Autores: CÔRTE, Beltrina
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Pontos de Interrogação (Online)
• Texto Completo: https://www.revistas.uneb.br/index.php/pontosdeint/article/view/14388
• topic: Dialogia-Narrativa; Formação Continuada; Centro Dia para Idosos; Reconhecimento; Narrative-Dialogy; Lifelong learning; Day Center for the Elderly; Recognition

Lifelong learning Narratives in Territories of Fragility. Weaving Webs of Knowledge .Lifelong learning and research from an interdisciplinary perspective (using the dialogic-narrative methodology on the subject of human aging) have been our experience over the last 20 years. We present the methodological theoretical bases and didactic procedures of a lifelong learning and research project for an interprofessional group, which works in a Day Center for the Elderly in the city of São Paulo. The day center includes a psychologist, a social worker, a nutritionist, a nurse and an occupational therapist, in addition to 10 caregivers. We highlight here the premises and reflections of the learning process, in which the group was accompanied by 8 professors from different areas of knowledge and experiences, aiming at the process of interdisciplinary dialogic education, especially qualified for this project. At the Day Center for the Elderly, located in the Paraisópolis slum, multiple fragilities are articulated, the following stand out: those specific to the territory in which it is installed; those of the service's target audience – the elderly and their families –, added to the additional challenge of continuing the project in the pandemic period (2020-2021). We indicate, in this context, its premises: linking professional and personal narratives to the socioanthropological dimensions of human experience, through formal knowledge and experiences lived in the life-work binomial and that, narrated and shared, can pave the way for self-recognition and the recognition of the work team in the territory; nourished in the adaptation to the remote educational format, in the pandemic period (2020-2021), aiming to maintain the spirit of the dialogicnarrative methodology that animates it, moving from face-to-face to virtual coexistence. [Received on: July 29, 2021 - Accepted on: October 30, 2021]