Problematization Methodology and Convergent Healthcare Research: praxis proposal in research.

Laura Ferreira Cortes,Neusi Aparecida Navas Berbel,Stela Maris De Mello Padoin

doi:10.1590/0034-7167-2016-0362

Laura Ferreira Cortes, Neusi Aparecida Navas Berbel + Show 1 more

Open Access

https://doi.org/10.1590/0034-7167-2016-0362

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Abstract

Presenting theoretical subsidies for the nursing care practice based on the possibility of convergence between research practice and educational practice. The Convergent Healthcare Research was developed from February to August 2015, with an intersectoral working group formed by 32 participants, including health, social services and public safety professionals. Ten group meetings were organized, based on the Problematization Methodology with Maguerez's Arch. The reflection-action movement resulted in the shared (re)building of the flowchart of care to women subjected to a situation of violence, as a device for communication between the services. The research practice based on the Problematization Methodology with Maguerez's Arch proved to be useful and viable in qualitative research, which has as purpose the transformation of the reality studied.

Highlights

Among the different ways of conducting research in health, the qualitative approach has been standing out in Nursing, since it aims to understand phenomena through people experiences, which are relevant to the field of situations of health and disease
The purpose of this article is to present theoretical subsidies for the nursing care practice based on the possibility of convergence between research practice and educational practice
Regarding the former, we present the Convergent Healthcare Research [Pesquisa Convergente Assistencial – PCA](2-4)

Summary

INTRODUCTION

Among the different ways of conducting research in health, the qualitative approach has been standing out in Nursing, since it aims to understand phenomena through people experiences, which are relevant to the field of situations of health and disease. This method of teaching-learning is supported by the concept of praxis that, in accordance with Karel Kosik(9), is a way to see the world, things, processes, as we create them, as we reproduce them spiritually and intellectually in the relationship between human practice and reality in its most essential dimension, that is the creation of human social reality(5) In this sense, the PM applied as a methodological resource, as in the case of the reference research study at hand, guides the actions of the people involved implying in their consciences. Integrating this idea to the concept of praxis by Kosik, the PM is used as a means of migrating from everyday praxis, characteristic of a naive sort of consciousness, to a revolutionary praxis, a result of the critical conscience of reality(9)

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