Programmatic Contents Research Articles

Mapping public health training in Latin America: perspectives for training institutionsMapeamento da formação em saúde pública na América Latina: perspectivas para as instituições formadoras

Map the public health training courses and programs offered in Latin America, and identify regional training strategies and competencies developed in health workers. An internet search was conducted to identify public health training courses and programs offered by Latin American institutions. The following data were collected: name, country, and province/state of the training institution; course name; type of institution; educational level; modality; accreditation; year first offered; periodicity; and contact information. The programs and curricula on offer were analyzed by training level using descriptive content analysis, and the main competencies developed were identified. The mapping identified 2 296 public health training opportunities in all Latin American subregions, distributed across 29 of the Region's 33 countries; these were fairly heterogeneous, both conceptually and programmatically, with uneven geographical distribution within and between countries. In the analysis of curricula and programmatic contents, a need for greater linkage with essential public health functions was detected. It is necessary to adapt the competencies and skills developed by the courses and programs to the demands of users of the regional health services, programs, and systems in order to achieve programs aimed at tackling the socio-environmental determinants of health and the production and reproduction of inequalities.

From remediation to landscape design: design tactics and landscape typologies derived from post-industrial experiences

For the last few decades there has been a growing interest in transforming post-industrial sites into public spaces with new programmatic contents. However, contamination in such sites poses challenges to the transformation process. In such cases remediation has become not just a technical issue requiring solutions through remedial actions but a design tactic that offers different solutions for the development of ecologically and functionally well-grounded spatial design schemas. The main aim of this research is to investigate the relationship between design and remediation and offer a research matrix and typological classification that show how remediation methods can be interpreted as a landscape design tactic through an examination of ten high profile landscape design cases. As a result of detailed investigation on the cases, eight different landscape typologies were offered, namely: multi-layered landscapes, topo-landscapes, adaptive landscapes, structured landscapes, emergent landscapes, superficies landscapes and traced landscapes.

Generation of Programmatic Contents by Competencies: A Technological and Systemic View of Higher Education

This research combines the art of designing programmatic contents by competencies and the technological variable as an innovative resource in the context of higher education. The objective of this study was focused on the development of a technological system for the generation of programmatic contents by competencies in the curricular units of university careers. This research was carried out under the empirical approach; it is of an applicative type, since it generates a proposal and it was structured methodologically by phases: Phase I of approaching the manual system and user requirements was deployed under a field design in which the current situation and user expectations were described through the techniques of participant observation and meetings of experts in the area of educational technology (teaching staff of the different academic programs, heads of departments and coordinators of the Curriculum Commission), in order to carry out business rounds as a strategy of characterization and permanent consultation of the evolution of the system design to generate agreements. Phase II led to the establishment of the structural components of the prototype, and integrated the essentials from the systems theory, software engineering, and pedagogical didactic theories. Phase III was based on the methodology of system design by prototyping. As for the results, it was evidenced that the stakeholders considered feasible the use of the system to generate programmatic contents by competence, and finally the functionality of the system and the operational advantages for the generation of programmatic contents were demonstrated.

Portuguese National Pedagogical Plan for Anesthesiology Residents’ Evaluation: The Participants’ Rating

INTRODUCTION: Simulation in anesthesiology has been considered a crucial complementary training for residents of this medical specialty. A National Pedagogical Plan of the Biomedical Simulation Center from Centro Hospitalar e Universitário de Coimbra was designed according to the curricular objectives defined by the Portuguese Board of Anesthesiology. The objective of this study is to analyze the evaluation of the programmatic contents included in the simulation courses from the participants’ point of view.METHODS: Post-course confidential questionnaires were answered by all the anesthesiology residents that attended the different modules. All the questions were answered on a 0-10 scale. This study was conducted at the Biomedical Simulation Center from Centro Hospitalar e Universitário de Coimbra, Portugal, from February 2011 to March 2018.RESULTS: A total of 344 questionnaires were answered. The students considered that all the topics included in the simulation courses are important for the training during residency, being basic pharmacology in anesthesiology (Year I) the less important one being classified with 5.03 (IC 95% 4.83-5.22). All the programmatic contents included in the simulation module of the year IV were classified by the residents with importance higher than 8. This last year was the one where the importance of the topics is all numerically higher than in the other years.CONCLUSION: Given the importance attributed by the residents to the programmatic content included in the simulation courses, we can conclude that the design of the courses was appropriate to the needs and the goals of the anesthesiology residents, as a complement of their internship.

Therapeutic itineraries in medical education: a device for teaching Public Health in times of pandemic

Abstract: Introduction: The implementation of innovative pedagogical strategies in medical training is the discipline of this experience report. It aims to present the systematization of Therapeutic Itineraries (TI) and the production of Singular Therapeutic Projects (STP) for users of the Brazilian Unified Health System as a learning tool for the teaching of Public Health. Experience report: created based on the experience of teachers and monitors involved with this training in the undergraduate Medical School of Universidade Federal de Santa Maria, Rio Grande do Sul, Brazil, between the years 2017 and 2019. The TIs were initially considered from a perspective restricted to the description and analysis of the organization of the health care network (HCN), the access and flows in the services. Based on the debates, contents and production of the STPs, the TIs were revisited in order to contribute to students’ understanding of the relationship between the broader social structure and the individuality of people, their needs and the health care processes. Discussion: The experience, as proposed in its formulation, allowed the articulation of theoretical and practical fields and was a tool that articulated the different programmatic contents proposed in the Discipline of Public Health II. It has also become a viable pedagogical strategy in the real circumstances of offering the discipline, in a context in which Public Health can be more present in professional training. Conclusion: The action-reflection-action process allowed, at first, to recognize the Health Care Network, a structural component of the system. Based on the construction of the STP and the debate on the lines of comprehensive care, it was possible to qualify the analysis. The systematization of TI is a theoretical-methodological approach consolidated in health research and was a tool that showed to be effective for the teaching of Public Health and for learning about the practices and reconfiguration of the work of teachers and monitors on the discipline and, therefore, a permanent education strategy for both students and those responsible for their training.

Therapeutic itineraries in medical education: a device for teaching Public Health in times of pandemic

Abstract: Introduction: The implementation of innovative pedagogical strategies in medical training is the discipline of this experience report. It aims to present the systematization of Therapeutic Itineraries (TI) and the production of Singular Therapeutic Projects (STP) for users of the Brazilian Unified Health System as a learning tool for the teaching of Public Health. Experience report: created based on the experience of teachers and monitors involved with this training in the undergraduate Medical School of Universidade Federal de Santa Maria, Rio Grande do Sul, Brazil, between the years 2017 and 2019. The TIs were initially considered from a perspective restricted to the description and analysis of the organization of the health care network (HCN), the access and flows in the services. Based on the debates, contents and production of the STPs, the TIs were revisited in order to contribute to students’ understanding of the relationship between the broader social structure and the individuality of people, their needs and the health care processes. Discussion: The experience, as proposed in its formulation, allowed the articulation of theoretical and practical fields and was a tool that articulated the different programmatic contents proposed in the Discipline of Public Health II. It has also become a viable pedagogical strategy in the real circumstances of offering the discipline, in a context in which Public Health can be more present in professional training. Conclusion: The action-reflection-action process allowed, at first, to recognize the Health Care Network, a structural component of the system. Based on the construction of the STP and the debate on the lines of comprehensive care, it was possible to qualify the analysis. The systematization of TI is a theoretical-methodological approach consolidated in health research and was a tool that showed to be effective for the teaching of Public Health and for learning about the practices and reconfiguration of the work of teachers and monitors on the discipline and, therefore, a permanent education strategy for both students and those responsible for their training.

Construcción del concepto de Currículum en los contextos educativos

This article elucidates the concept of curriculum, in an entitative way to educational processes. It consists of a documentary investigation that tries to account for the construction of the curriculum both chronologically in principle and from the educational perspective in a second instance. A panoramic tour is made of the main international authors and a small emphasis on national authors, since there is a great development in this disciplinary field by Mexican researchers. The importance of this work lies mainly in the former confining the term curriculum only to the curriculum or curriculum mesh, however it has countless elements that give directionality to the educational process in terms of actors, methodology, infrastructure, programmatic contents, etc.

The Legend of Creative Learning: proposição de um jogo de RPG para incentivar a aprendizagem criativa

Resumo: Este artigo tem como objetivo apresentar um modelo de jogo de RPG educacional chamado The Legend of Creative Learning, que foi utilizado como estratégia pedagógica para fomentar a aprendizagem criativa na sala de aula. Para tal, são apresentadas as bases teóricas do trabalho referentes às temáticas do presente estudo. O delineamento metodológico é de caráter qualitativo apoiado nos procedimentos de pesquisa bibliográfica e pesquisa-ação para compreensão dos fatos vivenciados. A partir dos estudos teóricos realizados, foi desenvolvido um modelo de jogo de RPG, o qual encontra-se disponível para a utilização em sala de aula. A coleta de dados foi realizada através das produções textuais construídas durante a prática pedagógica com os estudantes, bem como pelo questionário avaliativo respondido por eles. Os resultados desta investigação apontam que a forma de abordar os conteúdos programáticos através do jogo podem aumentar as chances de engajar os alunos, pois utilizam o lúdico para favorecer a aprendizagem e desenvolver a criatividade.
 Palavras-chave: Formação de professores. Role Playing Game (RPG). Tecnologias Digitais (TDs).

A pespectiva do enfermeiro no cuidado diante da pessoa trans

A formação do enfermeiro no cuidado diante do indivíduo Trans, nos evidencia a necessidade de algumas mudanças na prática profissional, visto que é notável a pouca intimidade sobre as demandas dessa população como objetivo levantar o que a produção científica revela sobre a assistência de enfermagem destinada ao público Trans. Trata-se de uma Revisão integrativa de abordagem qualitativa. Após busca na base de dados, Conforme pesquisados na biblioteca virtual de saúde - BVS e Public Medline (PubMed) nas bases de dados LILACS (Literatura Latino-Americana e do Caribe em Ciências da Saúde), BDENF (Base de dados em Enfermagem) e MEDLINE (Medical Literature Analysis and Retrievel System Online) O resultado é que não há preparo destinado para melhor assistir a população Trans na formação do enfermeiro, nota-se também a pouca produção cientifica acerca desse cuidado, além de pouca promoção da Política Nacional de Saúde Integral LGBT na formação desse profissional. A construção do dialogo acerca das necessidades em saúde do indivíduo trans necessita existir dentro da formação do profissional do enfermeiro a fim de prepara-lo para dar conta das demandas assistenciais no que tange o cuidado de enfermagem, logo sugere-se conteúdos programáticos a serem aplicados na formação do enfermeiro.

Fortalecimiento de valores en estudiantes universitarios: su incidencia en la agenda para el desarrollo municipal

El mundo atraviesa por una gran crisis de valores, lo cual evidencia la necesidad de cambiar el modelo vigente de educación formal, a fin de integrar contenidos programáticos que permitan construir un mundo de valores, planteando la inminente necesidad de reforzar éstos en la educación superior. Como objetivo se analizaron los valores practicados por estudiantes universitarios, así como su incidencia en la agenda para el desarrollo municipal en México, a fin de generar estrategias que les permitan reforzarlos. Se llevó a cabo mediante un enfoque cualitativo, haciendo uso de la entrevista a profundidad y del método descriptivo, empleando la fenomenología, partiendo de una guía de 18 preguntas aplicadas a 100 estudiantes, cuyos resultados fueron analizados pregunta-entrevistados, haciendo hincapié en las respuestas recurrentes, dando pie a que los estudiantes realicen actividades para el desarrollo municipal mediante el involucramiento en labores sociales y realización de proyectos de emprendimiento social.

Política de atenção à mulher em situação de violência

O artigo em tela visa caracterizar as políticas públicas de atenção à mulher em situação de violência, sua implementação e execução no Brasil e Paraguai, com recorte analítico para as cidades gêmeas de Foz do Iguaçu/BR e Ciudad Del Este/PY, a partir de estudos exploratórios, com base teórica (leis, decretos e portarias dos respectivos países) e empírica (realizada através de visita in loco), visando identificar, em seus conteúdos programáticos, as divergências e convergências no processo de criação, execução e implementação dessas políticas nas cidades gêmeas.

APPLICATION OF LUDIC ACTIVITY FOR LEARNING OF CHEMICAL CONCEPTS: CASE STUDY

In this work are presented the results obtained during the application of the ludic activity on some chemical concepts. The ludic helps students to be motivated by learning during the teaching process. Thus, students are able to assimilate abstract chemical concepts more effectively using some differentiated activity of low cost and in the classroom itself. Not needing another physical space of the school for this activity. During the application of the same, colored styrofoam balls of different sizes were required to represent the different chemical elements present in the chemical structures presented to the students. This case study happened in the second half of 2014, that is, after the teacher of the discipline presented the programmatic contents in a traditional way for the students of the first high school series of the José Bonifácio State College, a school located in the municipality of Paranaguá, Paraná, Brazil. In the first class, before starting the ludic activity, a multiple-choice evaluation was applied to evaluate how much the students remembered the contents previously developed by the teacher of the discipline in a traditional way (Annex I). In the second class, the ludic activity was applied. In the third class, another evaluation was applied, with more difficulty in the questions, to detect the level of learning of the content worked in a ludic way (Annex II). From the results obtained, in the traditional teaching method, only 7.2% of the students evaluated were able to score above the average value of the questions. Already after the application of the ludic activity, 97.3% of the students surveyed achieved a set number above the average value of the questions. This fact demonstrated the methodological efficiency used, as well as the reality that differentiated activities really motivate learning, as well as allowing students to assimilate and store this knowledge for a longer period of time.

The adapted position: preparing political contents for a hybrid media environment

In today’s hybrid media environment, political representatives are expected to deliver their programmatic positions in multiple yet coherent versions. To synchronize these programmatic contents with an accelerated and fragmented media system, they are subjected to what I call ‘adaptation work’. Using ethnographic insights gathered at a party’s headquarter in the Austrian national parliament, the article shows that adaptation work happens in interaction between a digital infrastructure (intranet technology, specific documents) and a writing team (knowledge managers, staff advisers, assistants). This sociomaterial distribution enables practices for archiving and sharing internal knowledge on party positions as well as literary strategies of adjusting positions to different recipients and media. At the same time, adapted positions deliberately shade the internal infrastructure and experts involved in their preparation in order to present representatives as the ones to be held accountable for positions.

História e cultura afro-brasileira e indígena: um estudo sobre a implementação da lei nº 11.645/08 no conteúdo programático das escolas públicas de Caucaia/CE

O ensino da temática “História e Cultura Afro-Brasileira e Indígena” se faz obrigatório nos estabelecimentos de ensino públicos e privados, a partir da sanção da Lei Nº 11.645, de 10 de março de 2008, que altera a Lei Nº 9.394, de 20 de dezembro de 1996, que estabelece as diretrizes e bases da educação nacional. A implementação da Lei sancionada, tem por objetivo difundir as culturas negra e indígena no âmbito da formação da sociedade brasileira. Esta pesquisa trata de questões inerentes a aplicabilidade da referente Lei nos ambientes escolares. Para tanto, foi feito um estudo quali-quantitativo, com aplicação de questionários aos alunos, do 8º e 9º ano, de duas escolas, localizadas no Município de Caucaia, no Estado do Ceará, onde também, através de visitas externas foi possível proferir um estudo por meio da observação, além de uma revisão de literatura, que pôde propiciar uma busca à compreensão das conquistas relativas ao processo da formação de identidade cultural. Portanto, o principal objetivo deste estudo é Investigar o desenvolvimento da implementação da Lei Nº 11.645, de 10 de março de 2008, nos espaços escolares, e a inserção da temática, nos conteúdos programáticos. A obrigatoriedade do ensino das temáticas propostas pela Lei implica a necessidade de abordagem na docência de todas as disciplinas do currículo da educação básica, que inclui o ensino fundamental e médio. A partir deste trabalho, foi possível observar o desconhecimento de alguns educadores e da comunidade escolar acerca da Lei e da obrigatoriedade dos seus estudos e, portanto, o despreparo para difundir tais saberes ou lidar com questões relativas a discriminação e ao preconceito, presentes no cotidiano dos alunos.

A ANÁLISE TEXTUAL DISCURSIVA NA INVESTIGAÇÃO DO TEMA GERADOR: POR ONDE E COMO COMEÇAR?

Algumas pesquisas em Educação em Ciências têm relacionado a Análise Textual Discursiva (ATD) às etapas do processo de Investigação Temática para obtenção e desenvolvimento de Temas Geradores. Porém, ainda é preciso analisar de forma sistemática contribuições da ATD no contexto de cada etapa do processo de Investigação Temática. Para tal, investigam-se relações teórico-metodológicas entre a ATD e o Levantamento Preliminar – primeira etapa da Investigação Temática – em razão da complexidade desta etapa na obtenção de informações da comunidade investigada. Nesse estudo, tais relações deram origem à categoria “Análise Preliminar da Realidade”, a qual foi estruturada em quatro subcategorias: a) a delimitação do corpus vivo; b) a cisão da realidade; c) as relações entre as problemáticas sociais; d) a emergência das possíveis situações-limite. Essas subcategorias serviram de aporte teórico-metodológico para o desenvolvimento e análise do Levantamento Preliminar realizado no município de Santa Luzia/BA, durante um processo formativo de educadores de ciências. Assim, aponta-se para a contribuição dessas relações, configuradas como “parâmetros analíticos”, para auxiliar investigadores na identificação de situações-limite desde o início da investigação de um Tema Gerador. No contexto da Educação em Ciências, esses parâmetros podem contribuir para a reconfiguração curricular, uma vez que as ações desenvolvidas na primeira etapa da investigação implicam diretamente nas etapas subsequentes. Com isso, tais parâmetros trazem à tona a realidade dos sujeitos de forma mais evidente, de modo que os conteúdos programáticos a serem trabalhados em sala de aula terão um real sentido e significado para os educandos.

Family medicine physicians’ perception and attitudes of herbal substances use in greater Lisbon region

BackgroundPrevious works showed patients preference for herbal substances (HS) although they also highlighted a discrepancy with physicians’ adherence to HS and its recommendation. Hypothesis/purposeThis study aimed to assess physician's perception and attitudes concerning the use of HS for their patients in a Family Medicine approach. Study designObservational cross-sectional exploratory study. MethodsA questionnaire survey was applied to National Health System physicians; 113 questionnaires were distributed in the Greater Lisbon region. Results80 valid questionnaires were received. The age of participants ranges from 29 to 64 with mean age of M ± SD:51.9 ± 10.0 years, mostly women (71.4%). Of these, 61.5% were unaware of traditional herbal medicinal products’ (THMP) legal recognition and 67.3% of the difference between THMP and well-established use medicines. Absence of accordance between use and knowledge of herbal medicines (HM)/herbal products (HP) (p = 0.025) can be related to lack of Phytotherapy knowledge perception based on the nonexistence of specific training reported by 94.0% of physicians. Through factor analysis, three dimensions were obtained: Factor1, ``Use''; Factor2, ``Autonomy''; Factor3 ``Effort''. The overall Cronbach's α was 0.77, and 0.82 for Factor1. The evidence of use/prescription, has a correlation with ``Use'' (p < 0.0001), willingness to prescribe (p < 0.0001) and self-medication (p < 0.0001). There is a correlation (r = 0.605, p < 0.0001) between HS recommendation and self-medication. There were differences in use, perception and attitudes among Personalized-Health-Care Units and Family-Health Units physicians in relation to Factor1: p = 0.007 and Factor2: p = 0.021, age (p = 0.001), years of Medical career (p = 0.002), HM use (p = 0.014) and information about alternatives (p = 0.03). Physicians who answered correctly to the question on silymarin had higher scores in factor1 than those who did not: 1.76 vs. 1.25 (p = 0.019). ConclusionLow adherence to HS and little use of HM/HP were confirmed, highlighting the need for specific knowledge in Phytotherapy and its regulatory framework. This knowledge will enable the evaluation of herb-drug interactions and HM/HP adverse effects by the physicians thus justifying the integration of programmatic contents about HS in Medical Education.

4. El juego como estrategia didáctica para la enseñanza de la matemática en educación especial

La formación pedagógica del futuro docente de Educación Especial, se debe configurar desde una acción directa, motivadora y social, de modo que les permita adquirir los conocimientos y habilidades necesarias para cumplir con los contenidos programáticos a través de estrategias didácticas innovadoras e heurísticas, específicamente en la enseñanza de la disciplina Matemática; con el fin de propiciar en el educando el desarrollo de las dimensiones del ser, saber, hacer y convivir de una manera significativa, en correspondencia con el área cognitiva y socio afectiva respectivamente. Desde esta perspectiva, se presenta la siguiente investigación producto de una revisión documental relacionada con la temática, la cual se analizó reflexivamente. De la misma se desprendieron planteamientos que llevaron apuntar las siguientes conclusiones: el docente en formación debe asumir la enseñanza de la Matemática desde estrategias didácticas lúdicas, que impacten, motiven y le hagan más accesible el conocimiento al estudiante, que le aseguren la comprensión de los conceptos y principios matemáticos para su aplicación en la vida cotidiana

O “(NÃO) LUGAR” DA EDUCAÇÃO ETNICORRACIAL NA GRADE CURRICULAR DO CURSO DE CIÊNCIAS SOCIAIS DA USP, UNICAMP E UNESP

This article takes as reference the Social Sciences course, bachelor's and bachelor's degree, from USP, UNICAMP and UNESP, to analyze in its Political-Pedagogical Projects (PPP's), in the disciplines that make up its curriculum, and in its respective of the History and Culture of Africa and Afro-Brazilian, as a way to comply with Law 10639/2003, the determinations of Resolution CNE / CP n.01 / 2004 and Resolution n. 02/2015. In order to carry out this description and analysis, the PPP's of the Social Sciences Course were accessed online at each University page. The reading of the disciplines, in their menus and programmatic contents, made it possible to verify that only a few of them, in the area of Anthropology, History and Public Policy, present content that approaches this subject, and that it is within the framework of optative that we find a few disciplines that more specifically.

Revisão de Textos Traduzidos: uma experiência na formação de tradutores de português-espanhol

O objetivo deste artigo é oferecer um panorama da disciplina de Revisão de Textos Traduzidos Espanhol/Português no contexto de formação de tradutores em um curso de nível universitário. Busca-se apresentar a relação da disciplina com as competências e habilidades propostas no projeto pedagógico do curso, sua inserção no currículo e seus conteúdos programáticos. Do mesmo modo e com base na proposta de Parra Galiano (2005, 2007), elencam-se, de forma sintetizada, os princípios e parâmetros que orientam as atividades práticas de revisão desenvolvidas no curso. Espera-se poder mostrar a necessidade de uma formação mínima em revisão de textos traduzidos para os futuros profissionais da tradução e motivá-los a serem não apenas revisores de seus próprios textos, mas também de textos de outros profissionais da área. Assim, sua atuação estaria, por um lado, garantindo uma maior qualidade na tradução final e, por outro, abrindo uma possibilidade de inserção em um processo maior, o de edição e publicação de traduções.

3. LOS CAMBIOS GEOHISTÓRICOS, LA ENSEÑANZA GEOGRÁFICAY LA EDUCACION SECUNDARIA EN VENEZUELA, DESDE EL SIGLO XIX AL XX

El propósito este trabajo es analizar la enseñanza de la geografía facilitada en la educación secundaria, desde el Colegio Nacional, el Liceo Tradicional al Liceo Bolivariano en el marco de los cambios geohistóricos de Venezuela, entre el siglo XIX al siglo XX. Se asume que en la evolución histórica de las citadas instituciones, la labor formativa de la enseñanza geográficase ha centrado en transmitir contenidos programáticos, desde la perspectiva geográfica descriptiva, la pedagogía tradicional y el desfase de las condiciones del momento histórico. Esta problemática determinó metodológicamente, realizar una revisión bibliográfica para estructurar un planteamiento sobre las condiciones del momento histórico, la institución secundaria y la práctica de la enseñanza geográfica de las asignaturas geográficas. Por tanto, se concluye que en la educación secundaria se deben promover cambios acordes con la innovación paradigmática y epistemológica, los avances teóricos y metodológicos del currículo, la ciencia geográfica, la pedagogía y la didáctica para adecuar su labor formativa a la explicación analítica de los acontecimientos geográficos y las necesidades de la sociedad, ante los desafíos del mundo contemporáneo.