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Search Results: 1 - 10 of 101546 matches for " Sylvia Helena Souza da Silva Batista "
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Interdisciplinariedad, docencia universitaria y formación
Souza Da Silva Batista,Sylvia Helena;
Educaci?3n M??dica Superior , 2008,
Abstract: the aim of this paper was to reflect on the approaching possibilities between interdisciplinarity and university teaching. this approach facilitates a new attitude towards knowledge, a process to learn to be a professor at the higher educational level and significant dynamics of the own trajectory and of theoretical-methodological references. the recognition of teaching as a social practice, allow critical analysis of the training proposals present in a society that gives attention to intersubjective spaces. to understand training as the creation of authorship places the university teaching as a profession having a historical-scientific trajectory, with a relational dimension, and a permanent focus on teaching development. to train university professors starting from interdisciplinarity means a process-project: a process, because the professor configurate themselves within the academic life, with its histories and possibilities, and a project, due to the fact that within the social interactions, senses are elaborated, and spaces and proposals are constructed answering to social demands.
Interdisciplinariedad, docencia universitaria y formación Interdisciplinarity, university teaching and training
Sylvia Helena Souza Da Silva Batista
Educaci?3n M??dica Superior , 2008,
Abstract: El trabajo tuvo el objetivo de reflexionar sobre las posibilidades de aproximación entre interdisciplinariedad y docencia universitaria. Aproximar interdisciplinariedad y docencia universitaria articula una nueva actitud frente al conocimiento, un proceso de aprender a ser profesor en la ense anza superior y dinámicas de significación de la propia trayectoria y de referenciales teórico-metodológicos. El reconocimiento de la docencia como práctica social, posibilita el análisis crítico de las propuestas de formación que se presentan en una sociedad que pasa a dar más atención a los espacios intersubjetivos. Comprender la formación como construcción de autoria sitúa a la docencia universitaria como una profesión que tiene un trayecto histórico-científico, que trae una dimensión relacional y un enfoque de desarrollo docente permanente. Formar profesores universitarios a partir de la interdisciplinariedad, significa un proceso-proyecto. Proceso, porque los profesores se van configurando durante la vida académica, con sus historias y posibilidades. Proyecto, en la medida en que dentro de las interacciones sociales, se elaboran sentidos, se construyen espacios y propuestas que respondan a las demandas sociales. The aim of this paper was to reflect on the approaching possibilities between interdisciplinarity and university teaching. This approach facilitates a new attitude towards knowledge, a process to learn to be a professor at the higher educational level and significant dynamics of the own trajectory and of theoretical-methodological references. The recognition of teaching as a social practice, allow critical analysis of the training proposals present in a society that gives attention to intersubjective spaces. To understand training as the creation of authorship places the university teaching as a profession having a historical-scientific trajectory, with a relational dimension, and a permanent focus on teaching development. To train university professors starting from interdisciplinarity means a process-project: a process, because the professor configurate themselves within the academic life, with its histories and possibilities, and a project, due to the fact that within the social interactions, senses are elaborated, and spaces and proposals are constructed answering to social demands.
Concep??es do processo ensino-aprendizagem: um estudo com professores de medicina
Canuto, Angela Maria Moreira;Batista, Sylvia Helena Souza da Silva;
Revista Brasileira de Educa??o Médica , 2009, DOI: 10.1590/S0100-55022009000400013
Abstract: this article addresses medical teaching as a social construction process, linking academic policy, pedagogical, personal, and inter-subjective factors. with the aim of analyzing the conceptions towards teaching practice, learning, and faculty training in medicine among medical professors at the federal university in alagoas, brazil, a study was designed with a sample of 21 professors that joined the university's medical faculty from the 1950s to the 1990s. data collection used semi-structured interviews, submitted to thematic content analysis. within the context of teaching and learning in medicine, the professors highlighted the faculty-student relationship. analysis of faculty background showed that many professors were self-taught, and there was an evident lack of systematization, which the interviewees indicated as a gap in their medical teaching careers. faculty training in medicine appeared as a process encompassing multiple experiences and models, highlighting that to become a medical professor is a complex, plural, and multifaceted process
Forma o em Psicologia no contexto das diretrizes curriculares nacionais: uma discuss o sobre os cenários da prática em saúde Formación en Psicología en el contexto de las directrices curriculares nacionales: una discusión sobre los escenarios de la práctica en salud Education in Psychology in the context of national curriculum guidelines: a discussion on health care practice settings
Andrea Regina Soares Poppe,Sylvia Helena Souza da Silva Batista
Psicologia: Ciência e Profiss?o , 2012,
Abstract: Este artigo analisa as contribui es que os cenários da prática em saúde, na gradua o em Psicologia e na perspectiva das Novas Diretrizes Curriculares, oferecem à forma o. A pesquisa foi desenvolvida na perspectiva da pesquisa qualitativa e envolveu dois cursos de Psicologia em universidades situadas na Baixada Santista/SP. Utilizou-se para o desenvolvimento da pesquisa as técnicas de entrevista semiestruturada com 13 professores e 4 alunos, grupos focais com 14 alunos e análise documental dos projetos dos cursos, disponíveis online, para produ o dos dados. No campo da análise de dados, privilegiou-se a análise de conteúdo. Os resultados revelaram que mudan as nas diretrizes curriculares para o curso de Psicologia foram consideradas positivas, com destaque para a inser o dos alunos em cenários da prática a partir dos primeiros anos e a possibilidade de cada institui o poder escolher as ênfases, e indicam, também, a necessidade do aprofundamento da discuss o acerca de uma forma o mais generalista bem como de uma prática psicológica mais pautada nos princípios do SUS. As análises empreendidas permitiram aproximar focos que ainda demandam aprofundamento e novas investiga es, revelando a contemporaneidade do tema e sua complexidade no contexto n o apenas das transforma es no ensino da Psicologia como também das mudan as na educa o superior do País. Este artículo analiza las contribuciones que los escenarios de la práctica en salud, en la graduación en Psicología y en la perspectiva de las Nuevas Directrices Curriculares, ofrecen a la formación. La pesquisa fue desarrollada en la perspectiva de la investigación cualitativa e involucró dos cursos de Psicología en universidades ubicadas en la Baixada Santista/SP. Se utilizó para el desarrollo de la investigación las técnicas de entrevista semiestructurada con 13 profesores y 4 alumnos, grupos focales con 14 alumnos y análisis documental de los proyectos de los cursos, disponibles online, para la producción de los datos. En el campo del análisis de datos, se privilegió el análisis de contenido. Los resultados revelaron que cambios en las directrices curriculares para el curso de Psicología fueron consideradas positivas, con destaque para la inserción de los alumnos en escenarios de la práctica desde los primeros a os y la posibilidad de que cada institución pudiese elegir los énfasis, e indican, también, la necesidad de la profundización de la discusión acerca de una formación más generalista así como de una práctica psicológica más pautada en los principios del SUS. Los análisis emprendidos permitieron
O humanismo na perspectiva de estudantes de Medicina da UFAL
Azevedo, Cristina Camelo de;Ribeiro, Maria Auxiliadora Teixeira;Batista, Sylvia Helena Souza da Silva;
Revista Brasileira de Educa??o Médica , 2009, DOI: 10.1590/S0100-55022009000400009
Abstract: this article presents the results of a study on humanist concepts and their contribution to medical training from the students' perspective in the school of medicine at the federal university in alagoas, brazil, from november 2006 to july 2007. the methodology included five focus groups in which statements by 73 students were recorded and subjected subsequently to discourse analysis. the results feature three aspects in: students' observations and experiences in the relationship to the institution and course and the feelings that emerge in their learning process; the student-faculty relationship during medical school; and the physician-patient relationship and physicians' interaction with others during their professional practice. the study detected elements that indicate a learning process interspersed with signs of dissatisfaction, irritation, impatience, and intolerance towards professors and their teaching methods and the institution. humanization is not perceived in the teaching practices during medical training, although it is prioritized in the initial formal spaces of medical school.
Women's health education in undergraduate nursing courses
Alencar, Neiva Gomes de;Batista, Sylvia Helena Souza da Silva;Ruiz-Moreno, Lídia;
Revista Latino-Americana de Enfermagem , 2007, DOI: 10.1590/S0104-11692007000200025
Abstract: this article aimed to analyze the women's health education in the nursing courses in s?o paulo, sp, brazil, characterizing faculty members and the pedagogical processes implemented. a questionnaire was carried out with 17 professors responsible for the teaching. it was possible to observe good qualification of the faculty members, in its majority with teaching experience superior to five years. in addition, most of the professors have teaching education with partial dedication to teaching and research or work per hour. the denomination "women's health nursing assistance" is adopted by the majority of courses. the pedagogical processes tend to extend conceptual references, keeping expositive classes as the main teaching strategy and written tests are the most applied evaluation method. the teaching of woman's health presents, therefore, a more critical perspective about woman's health with the participation of graduate professors and learning situations that integrate both the transmission and the active construction of knowledge.
A interdisciplinaridade no ensino médico
Batista, Sylvia Helena da Silva;
Revista Brasileira de Educa??o Médica , 2006, DOI: 10.1590/S0100-55022006000100007
Abstract: this paper discusses interdisciplinarity in medical education, recognizing that the complaints on the fragmentation in the curricular reformulation processes is more intensive in the undergraduate medicine courses due to the emphasis given to a pedagogic project based on biologicist and specialization concepts. the concept interdisciplinarity was analyzed from multiple viewpoints, based on a conceptual tracking and favoring interlocutions with morin, fazenda, fourez, pombo e furlanetto. the construction of directions in medical education based on interdisplinarity includes the implementation of curricular designs allowing to articulate contents, encouraging problem-based approaches and promoting academic activities guided by medical practices anchored in the context of health services, insertion of students and teachers as subjects in the process and production of background knowledge. we delineate challenges and possibilities for the construction of proposals for a curriculum employing interdisciplinary practices for facing the complexity of medical activities such as teaching, learning and health care.
Ensino, psicologia, saúde: uma tríade constituída de práticas, quest es e possibilidades/Teaching, psychology, health: a triad made up of practices, issues and possibilities
Sylvia Helena Souza da Silva Batista,Marilene Proen?a Rebello de Souza,Maria Silvia Pinto de Moura Librandi da Rocha,Maria Helena Melhado Stroili,Priscila Larocca,Maria Luiza Fava Lopes Camargo de Assis,Cristina de Carvalho Bar?o,Maria de Fátima Guimar?es Bueno,Andréa Varsone Carreri,Andrea Patapoff Dal Coleto,Valéria Maria Chaves de Figueiredo,Valéria Maria Chaves de Figueiredo,Ana Lúcia Lazarini,Silvana Dias Cardoso Pereira,Regina Célia Montefusco Florindo Pessoa
ETD : Educa??o Temática Digital , 2007,
Abstract: Este texto tem como objetivo desencadear discuss es, análises e proposi es no ambito do Ensino da Psicologia na área da saúde. Parte de um problematiza o do ensino em saúde no momento contemporaneo das políticas públicas de educa o e saúde no Brasil, situando como um desafio no processo de transforma o dos cursos superiores na área da saúde a incorpora o da concep o ampliada de saúde e a ênfase na integralidade e no cuidado no processo de forma o profissional, bem como a aprendizagem para o trabalho em equipe multiprofissional e a discuss o sobre os condicionantes trazidos pelos planos e projetos educacionais e assistenciais. Neste contexto, interroga para quê e para quem um Ensino de Psicologia que possa articular o cuidado, a integralidade, o controle social, a humaniza o e a ética, sem secundarizar as abordagens e enfoques psicológicos. Os sentidos e os sujeitos do ensino da Psicologia em saúde est o sendo decifrados e recriados, exigindo uma análise cuidadosa dos contornos político-sociais e dos projetos éticos que queremos estabelecer nas propostas de forma o profissional em saúde. This text aims at bringing about discussions, analyses and propositions regarding the teaching of Psychology in the medical field. It starts presenting some problems in teaching in the medical schools at the present time in the public policies of education and health in Brazil, a main challenge being the process of transformation of the graduation courses in the medical field into the incorporation of the broadened concept of health, and the emphasis on the integrity and care in the process of professional training, as well as learning how to work within a multi-professional team, and the discussion of the conditions brought by the educational and assistance plans and projects.In this context, the question is asked what for and to whom the teaching of Psychology is directed which is able to articulate this care, integrity, social control, humanization and ethics, without putting into second place the psychological approach. The senses and subjects of the teaching of Psychology in the health area are being decoded and recreated, thus demanding a careful analysis of the social-political surroundings, and the ethical projects we want to establish within the proposals of education for health professionals. Keywords Psicologia --- Ensino --- Saúde --- Psychology --- Teaching --- Health
Mapa conceitual: ensaiando critérios de análise
Ruiz-Moreno, Lidia;Sonzogno, Maria Cecília;Batista, Sylvia Helena da Silva;Batista, Nildo Alves;
Ciência & Educa??o (Bauru) , 2007, DOI: 10.1590/S1516-73132007000300012
Abstract: concept maps are an important instrument for following-up learning processes, and demand the comprehension of their construction methods. the purpose of this study is to present and discuss conceptual maps and their analysis criteria elaborated by students enrolled in the master program teaching in health sciences. the selection of analysis criteria were:the quantity and quality of concepts, levels of hierarchy, number of interrelations, words of connection and propositions which express logical meaning, structure of the map: sequential or network, representativeness of contents and creativity. data were systematized regarding quantitative and qualitative dimensions. hierarchical structures of rich conceptual meaning and representativeness of the analyzed themes were identified. it was concluded that the construction processes led the students to establish relationships between new contents and their previous knowledge thus creating new possibilities of integration. the analysis was effective as an instrument for the teacher in the health area to develop evaluative practices engaged in the student's learning processes.
O fracasso neoliberal na gest o escolar/El fracaso neoliberal en la gestión escolar
Maria Ireide Andrade de Queiroz,Eliane Tassi dos Santos,Maria de Lourdes Almeida,,Paulo Marcos Silva,Evely Boruchovitch,Hilda Gomes Dutra Magalh?es,Antonio Francisco Magnoni,Juliano Mauricio de Carvalho,Alane de Lucena Leal,Ana Maria Falc?o de Arag?o Sadalla,Roberta Gurgel Azzi,Ana Maria Falc?o de Arag?o Sadalla,Leny Magalh?es Mrech,Patrícia Cristina Albieri de Almeida,Sylvia Helena Souza da Silva Batista,Marilene Proen?a Rebello de Souza,Maria Silvia Pinto de Moura Librandi da Rocha,Maria Helena Melhado St
ETD : Educa??o Temática Digital , 2007,
Abstract: O presente artigo faz um recorte da pesquisa do curso de doutorado intitulada: PDE: uma política educacional de gerenciamento nas escolas. O objetivo da pesquisa é conhecer os resultados do plano de desenvolvimento da escola (PDE), a partir da sua proposta de descentraliza o da educa o, nas escolas do município de Manaus. A metodologia a ser utilizada nesta pesquisa contou com os seguintes instrumentos: pesquisa bibliográfica, análise documental e pesquisa de campo. Com abordagem quantitativo-qualitativa que atende aos interesses desta investiga o. O estudo apresentou alguns dados que permitiram uma reflex o sobre o programa fundescola e seu principal produto PDE, que é impregnado de conceitos como descentraliza o, autonomia e participa o. Os principais resultados apontaram que o modelo de gest o instituído pelo PDE n o atende seu objetivo de solucionar problemas como a repetência, abandono escolar e a má qualidade do ensino. El presente articulo hace un recorte de la investigación del curso de doctorado intitulada: PDE: Una política educativa de gerenciamiento en las escuelas. El objetivo de la investigación es conocer los resultados del plano de desarrollo de la escuela (PDE), a partir de su propuesta de descentralización de la educación, en las escuelas del municipio de Manaus. La metodología a ser utilizada en esta investigación contó con los siguientes instrumentos: investigación bibliografía, análisis documental e investigación del campo. Con abordaje cuantitativa-cualitativa que atendí a los interés de la investigación. El estudo presentó algunos datos que permitirán una reflexión sobre el programa fundescola y su principal producto PDE, que es impregnado de conceptos como descentralización, autonomía y participación. Los principales resultados apuntaran que el modelo de gestión instituido por el PDE no atendí sus objetivos de solucionar problemas como repitencia, abandono escolar y a la mala cualidad de la ense anza Keywords Descentraliza o --- Educa o --- Abandono escolar --- Gest o escolar --- Descentralización --- Educación --- Abandono escolar --- Gestión escolar
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