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Search Results: 1 - 10 of 407779 matches for " Márcia Aparecida Padovan Otani "
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A Medicina Integrativa e a constru??o de um novo modelo na saúde
Otani,Márcia Aparecida Padovan; Barros,Nelson Filice de;
Ciência & Saúde Coletiva , 2011, DOI: 10.1590/S1413-81232011000300016
Abstract: integrative medicine (im) is the most recent concept on the complementary and alternative medicines (cam) debate, regarding the introduction and management of new practices in the health systems. this paper analyzed the different definitions of im and its relation to cam, through a systematic literature review on medline, during the period of 1996 to 2005. the keyword "integrative medicine" was used and 36 papers were selected, which presented a definition of im. it was identified that cam is part of im and the definitions include: cam and conventional medicine integration; use of evidence; combination of old healing systems and biomedicine; appreciation of the medical-patient relationship and communication; person as a whole conception; and focus on health, healing and prevention. it is concluded that the increasing interest of users, professionals and managers in cam points out the need of developing the im model, supporting the implementation and management of new care and healing practices.
Márcia Aparecida Padovan Otani,Nelson Filice de Barros
Texto & Contexto - Enfermagem , 2010,
O sentido da visita domiciliária realizada por estudantes de medicina e enfermagem: um estudo qualitativo com usuários de unidades de saúde da família
Marin,Maria José Sanches; Gomes,Romeu; Siqueira Junior,Antonio Carlos; Nunes,Cássia Regina Rodrigues; Cardoso,Cristina Peres; Otani,Márcia Padovan; Moravcik,Maria Yvette;
Ciência & Saúde Coletiva , 2011, DOI: 10.1590/S1413-81232011001200008
Abstract: home visits (hvs) are considered an important technology to comprehend and care for the population's health requirements. therefore, they must be a part of the health professionals' education. this study seeks to analyze hvs performed by first-year medical and nursing students from the viewpoint of family health unit users. it is a qualitative study in which data are collected by means of semi-structured interviews with users who are visited by marilia medical school medical and nursing students. the interpretation of meaning method is used and is based on a hermeneutic-dialectic perspective. the users find it positive that the students go beyond the biological care of the body and focus on interpersonal interrelationships. nevertheless, the users believe it is necessary to organize and plan hvs accordingly. it may thus be inferred that hvs elicit the interaction between humanized healthcare and its users. planning and reinforcement of health actions must be continuously improved when planning and conducting home visits.
A forma??o do enfermeiro para o cuidado na aten??o básica à saúde
Takeda, Elisabete;Otani, Márcia Padovan;Rezende, Kátia Alves;Chirelli, Mara Quaglio;Tonhom, Sílvia Franco da Rocha;Nunes, Cássia Regina Rodrigues;
Revista Brasileira de Enfermagem , 2004, DOI: 10.1590/S0034-71672004000200023
Abstract: this work aims at describing the experience of the 1st grade class in the nursing course at the faculty of medicine of marília (famema) in 2002. in 1998, a new political-pedagogical project (ppp) was started aiming at educating a critical and reflexive professional, capable of teamwork, by promoting nursing care in a humane way. an integrated curriculum and the problematisation methodology were adopted as strategies to implement the ppp, tailoring education to the job market. among the competencies to be developed toward basic health care, they employed a strategy to integrate 1st and 2nd grade classes in a microarea by applying the mapp technique.
A escola e os educadores em tempo de ciclos e progress?o continuada: uma análise das experiências no estado de S?o Paulo
Jacomini, Márcia Aparecida;
Educa??o e Pesquisa , 2004, DOI: 10.1590/S1517-97022004000300002
Abstract: this article discusses the role of educators in the process of establishing and implementing learning cycles and continued progression in the city and state public school networks of s?o paulo in four different moments: in the 1967/1968 reform, in the implementation of the literacy basic cycle in 1983/1984, in the creation of the regime of continued progression in 1998 (state public network), and in the adoption of the learning cycles and continued progression in 1992 (city of s?o paulo public network). it is assumed that the realization of public policies in education depends to a large extent upon the participation of their main protagonists - the educators. it is thus important to know how certain factors influence the conceptions and the actions of educators with respect to learning cycles and continued progression. we seek to understand how these factors interact to determine the conception, very common among educators, that learning cycles and continued progression are important for the democratization of schooling and learning, but that the material and institutional/pedagogical conditions to implement them are lacking. in that way, they contribute to deteriorate even further the quality of teaching. the goal here is to help clarifying one of the controversies surrounding learning cycles and continued progression: the resistance of educators in accepting and implementing this educational proposal.
Educar sem reprovar: desafio de uma escola para todos
Jacomini, Márcia Aparecida;
Educa??o e Pesquisa , 2009, DOI: 10.1590/S1517-97022009000300010
Abstract: in this article we discuss the implementation of the right to education and the form of organization of teaching in the perspective of democratizing it. the assumption here is that the use of cycles and of continued progression can be a way of organizing teaching to help and build an educational process capable of including everyone, and of offering them real conditions for learning. however, if teaching organized in cycles and continued progression is to contribute to fulfill the demands of an universal school, it is necessary that, alongside the breaking away with seriated educational practices, which are fragmented and marred by student failure, there comes the discussion of a conception of education that takes into account the appropriation of culture in a wider sense of the word. this implies a change of paradigm involving the fields of educational theory, politics and practice. this is an important discussion because, although during the last thirty years several educational proposals have questioned student failure, it remains present in the educators' idea of school education. therefore, in order of overcome school failure it is essential to seek in the fundamentals of a continuous education process the concepts and practices that dissolve the promotion/retention dichotomy. under this perspective, cycles and continued progression need to be understood as part of a wider educational policy for the construction of the social quality of a school for everyone.
Os ciclos e a progress?o continuada na opini?o de pais e alunos
Jacomini, Márcia Aparecida;
Educa??o em Revista , 2011, DOI: 10.1590/S0102-46982011000100008
Abstract: the goal of this paper is to analyze parents and students' opinion on both the schooling cycles and the continuous assessment adopted by the educational public system of s?o paulo city. the research was conducted in two schools during the school year of 2005. the data were collected in the course of weekly visits to both schools as well as from interviews carried out with 28 parents and 28 students from these schools, and, after that, sorted into thematic categories, according to bardin (2004). the analysis of the data shows that the knowledge the interviewees have about the organization of the educational system in s?o paulo city refers to the form of school assessment of students, and that they do not know what schooling cycles are. most interviewees claimed to be contrary to the continuous assessment because they believe that without annual repetition the students would be promoted without learning and would not study. it was noted that the fact of municipal teaching not be organized in cycles as it had been conceived in the initial proposal influences the opposition from parents and students about continuous assessment.
Por que a maioria dos pais e alunos defende a reprova??o?
Jacomini, Márcia Aparecida;
Cadernos de Pesquisa , 2010, DOI: 10.1590/S0100-15742010000300012
Abstract: this paper analyses the opinions of parents and students on social promotion by learning cycles. the field research was conducted in two public school in s?o paulo city for a whole school year. date were collected through observation of everyday school life and from semi-structured interviews with 56 parents and students, and organized into thematic categories, according to bardin (2004). there were two central questions behind the research: why are most parents and students against social promotion? how did they reach this way of thinking? the belief that retention exerts a "healthy" pressure on the students is a general assumption among them. so, for the subjects interviewed, pupils would felt obliged to study more, to behave well and to dedicate themselves to their studies. as the subject's school experiences do not confirm the positive effects of school repetition, they were asked why they continue thinking in this way. their statements suggest that they have appropriated the dominant discourse, which is against the social promotion policies, without thinking critically about their own school experiences.
Márcia Aparecida Pinheiro Janial
Nuances : Estudos sobre Educa??o , 2011,
Cuidados paliativos: uma perspectiva de assistência integral à pessoa com neoplasia
Sales, Catarina Aparecida;Alencastre, Márcia Bucchi;
Revista Brasileira de Enfermagem , 2003, DOI: 10.1590/S0034-71672003000500020
Abstract: the purpose of this article is to ponder on the relevance of palliative care in assisting ill patients with neoplasias in their dwellings. since palliative care aims at giving patients and their families the best attainable quality of life. despite the great emphasis placed upon this type of care being aimed at terminal patients, many of its principies are also applicable to initial stages of the disease, used in combination with the therapeutic measures required by the specific pathologic process. thus, throughout this article, some aspects concerning ethics, philosophy, and assistance which have guided this therapeutic modality from its start until today are outlined.
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