Artigos Científicos - FAENF/ICS
URI Permanente para esta coleçãohttps://repositorio.ufpa.br/handle/2011/2216
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Navegando Artigos Científicos - FAENF/ICS por Autor "BACKES, Vânia Marli Schubert"
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Item Acesso aberto (Open Access) Ação e raciocínio pedagógico de professoras de enfermagem: expressões em diferentes contextos educacionais(Universidade Federal do Pará, 2018-08-27) MENEGAZ, Jouhanna do Carmo; BACKES, Vânia Marli Schubert; MOYA, José Luis MedinaObjective: to report sources of knowledge base for teaching, categories of knowledge base for teaching and phases of pedagogical reasoning and action of professors of higher education in Nursing in public and private universities in the South region of Brazil. Method: t collective study of instrumental cases with a qualitative approach. The cases involve the pedagogical reasoning and action of two professors of Nursing. Data collection incorporated documents, interviews and observation analyzed using the constant comparative method. The analysis gave rise to two metacategories, termed public case and private case, and their transversal axes: relationships between sources and knowledge base for teaching, relationships between categories of knowledge base for teaching, and relationships between knowledge base for teaching and the Model of Pedagogical Reasoning and Action. Results: there are distinct relationships between sources, knowledge base for teaching and phases of the Model in the cases’ pedagogical reasoning and action. Conclusion: emphasis is placed on hierarchization and linking in the relationships between Shulman’s constructs and encouragement to reflection, and broadening of the sources of knowledge base for teaching as a source of lecturer training is suggested.Item Acesso aberto (Open Access) Desvelamento crítico da pessoa estomizada: em ação o programa de educação permanente em saúde(2012) CUNHA, Regina Ribeiro; BACKES, Vânia Marli Schubert; HEIDEMANN, Ivonete Teresinha Schülter BussOBJECTIVE: To present the critical unveiling of the Itinerary of Freirean Research in the care of people with stoma. METHODS: A qualitative study in health linked to the methodological framework of Freire, which includes obtaining and analysis of data in dialogical circles, comprising three dialectical moments, intertwined in an interdisciplinary manner: thematic research, coding and decoding, and critical unveiling. This occurred in the period between April 2009 and February 2010, with an irregular number of participants, in the auditorium of the President Vargas Specialized Reference Unit, in the city of Belém / PA (Brazil). RESULTS: Inadequate training of health professionals was one of the most relevant topics generated, and unveiled the necessity of implementing a program of continuing education on the care of people with stoma. CONCLUSION: The proposed unveiling constituted a life experience so that these people with stomas were enabled to "read the world" and thus know and walk towards the transformation of their reality.Item Acesso aberto (Open Access) Obstáculos para o encontro pedagógico entre professores e estudantes de enfermagem em diferentes contextos educacionais(Universidade Federal do Pará, 2018-08) MENEGAZ, Jouhanna do Carmo; BACKES, Vânia Marli Schubert; ZAMPROGNA, Katheri Maris; LIMA, Margarete Maria de; COSTA, Taís Pereira daIn teaching, the teacher rationalizes and acts pedagogically, with a view to transforming the disciplinary content into learning. However, in an educational context, rather than by the teacher's intention, learning is produced by the capacity to establish a dialogical relationship between teachers and students. With this in view, this collective study of cases with a qualitative approach has the objective of analyzing obstacles to the pedagogical encounter between teachers and students of nursing of public and private university of the South Region of Brazil. Two university nursing professors and the students of the disciplines taught by them participated in the study. Data collection took place between April 2014 and July 2015 and involved documents, interviews and observation, outlined in phases guided by Shulman's constructs. The data were analyzed using the Strauss and Corbin method, and the results are articulated in the metacategories: pedagogical action and reasoning as an obstacle; understanding and attitude of the student as an obstacle;and tactics of denial of obstacles. The phases of comprehension, transformation and teaching of the action and pedagogical reasoning of the teachers are pointed as obstacles; understanding and expectations of students; attitudes of both before contraries. It is suggested the sharing of expectations, intentions and more candid evaluations between teachers and students to strengthen the pedagogical encounter.