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Search Results: 1 - 10 of 84919 matches for " Victoria Maria Brant Ribeiro "
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Discutindo o conceito de inova??o curricular na forma??o dos profissionais de saúde: o longo caminho para as transforma??es no ensino médico
Ribeiro, Victoria Maria Brant;
Trabalho, Educa??o e Saúde , 2005, DOI: 10.1590/S1981-77462005000100006
Abstract: this article is a product of research work about initiatives of curricular innovation based on the national curricular guidelines (dcn) and carried out in state medical schools in the states of minas gerais and rio de janeiro. one of these schools is connected with the programme to promote curricular changes in medical education (promed). in the analysis of the empirical material, three questions - respectively of a methodological, political and historic-cultural and scientific nature - correspond to what we present in this article, namely: the discussion about the innovation concept; the various developments of the analysis of the speeches, that enable us to draw a profile of the current situation of the medical education in the selected institutions, and thus to have a clear picture of the pedagogical perspectives and conceptions in medical education and estimate the knowledge levels of the dcn, from the teachers' and pupils' points of view; and the students' expectations with regard to the training and its connection with the world of work. the methodology selected follows the principles of qualitative research and, for this reason, we used the focal group interview technique. this technique gives us the empirical material that, analyzed theoretically, is presented once more to the actors (teachers, administrators, and students) inserted in practical activities oriented to the curricular innovations.
A aula e a sala de aula: um espa?o-tempo de produ??o de conhecimento
Ribeiro, Victoria Maria Brant;Ribeiro, Adriana Maria Brant;
Revista do Colégio Brasileiro de Cirurgi?es , 2011, DOI: 10.1590/S0100-69912011000100013
Abstract: the teacher/student relationship is considered to be cultural, but it is also pedagogical, as it is established by means of the knowledge intentionally taught and learned. in this scene, the teaching activity must, necessarily, include moments of reflection and criticism, during which the meaning and the teaching methods must be brought about by presenting the student with one's own perspective, while at the same time learning from him, as well as moments in which both will experience and exchange this "magic" event called "classroom". this essay presents methods and techniques which make it possible to turn these moments into opportunities for knowledge building.
Discursos que formam saberes: uma análise das concep??es teóricas e metodológicas que orientam o material educativo de forma??o de facilitadores de Educa??o Permanente em Saúde
Nespoli, Grasiele;Ribeiro, Victoria Maria Brant;
Interface - Comunica??o, Saúde, Educa??o , 2011, DOI: 10.1590/S1414-32832011005000033
Abstract: this study analyzes the main theoretical and methodological conceptions that guide the educational material of curso de forma??o de facilitadores de educa??o permanente em saúde (education course for facilitators of continuing education in health). the educational material, understood as an important pedagogical tool, articulates fundamental themes for the development of sistema único de saúde (brazil's national health system). we have identified eight central axes of thought (propositions) that point to guidelines for the management of new practices in the health field. continuing education in health is seen as a co-management strategy that considers work as a space of educational practices and of production of subjectivities.
Sistema único de Saúde e a forma??o dos médicos: um diálogo possível?
Ciuffo, Roberta Signorelli;Ribeiro, Victoria Maria Brant;
Interface - Comunica??o, Saúde, Educa??o , 2008, DOI: 10.1590/S1414-32832008000100010
Abstract: this paper discusses the viability of constructing a dialog between medical training and the brazilian public health system (sus), while emphasizing the principle of integral care as the line structuring this training. the possibilities for such dialog were investigated by analyzing the words of teachers and students in the medical courses at the state university of rio de janeiro (uerj) and the federal university of juiz de fora (ufjf), from focal groups. the results showed that the teachers in these training institutions were aware of the importance of the social commitment that the profession demands, with the changes resulting from this, although some teachers demonstrated resistance towards taking on new challenges. among the students, discontent with their training prevailed, although there were indications of breaking with the traditional paradigms of medical training and development of projects with health services and the community.
A preceptoria na forma??o médica: o que dizem os trabalhos nos congressos Brasileiros de educa??o médica 2007-2009
Missaka, Herbert;Ribeiro, Victoria Maria Brant;
Revista Brasileira de Educa??o Médica , 2011, DOI: 10.1590/S0100-55022011000300002
Abstract: recent changes in brazil's educational and health systems have impacted medical schools and other health areas, demanding a new professional profile, namely a more critical, humanist, reflexive, and ethical physician. preceptors play an important role in medical education, combining theory and practice in a patient care setting during internship. however, such teaching activities have not been fully appreciated. there is no specific training for developing these qualities and building an effective physician-student relationship. the current study analyzed 176 papers on medical preceptorships, presented at the congresses of the brazilian association of medical education from 2007 to 2009, discussing the concept, activities, training, and ability to integrate theory and practice to support clinical practice. preceptorships have been discussed extensively in annual congresses, but training and skills required by preceptors need further research.
Dialogando com Bakhtin: algumas contribui??es para a compreens?o das intera??es verbais no campo da saúde
Corrêa, Guilherme Torres;Ribeiro, Victoria Maria Brant;
Interface - Comunica??o, Saúde, Educa??o , 2012, DOI: 10.1590/S1414-32832012005000023
Abstract: based on the idea that both the needs and interventions in health are human conditions and actions often permeated and built by communicative acts, this article discusses central categories of mikhail bakhtin's philosophy of language - such as: dialogue, utterance, gender and polyphony - and proposes their use as a framework for the analysis of verbal interactions in the health field. bakhtin conceives language social in nature, understanding that the communication in every field of society reflects their specific purposes, historical and social conditions. according to him, the subject is constituted in a discursive manner, by means of appropriating other's voices, being also entirely social and unique. with reference to that social and unique constitution of individuals, the article also presents, in a seminal way, a practical proposition for the construction of spaces and activities in the health field.
Grupo de ades?o ao tratamento: espa?o de "ensinagem" para profissionais de saúde e pacientes
Silveira, Lia Márcia Cruz da;Ribeiro, Victoria Maria Brant;
Interface - Comunica??o, Saúde, Educa??o , 2005, DOI: 10.1590/S1414-32832005000100008
Abstract: this article presents a healthcare practice - the compliance with treatment group - that provides a potential treatment, teaching and learning arena for patients and healthcare professionals, a stage for the interaction of different people, concepts, values and cultures, in which each player is at once unique but able to see himself in others, through dynamics that enable talking, listening, feeling, questioning, reflecting and learning to think. its chief characteristic is being an informative and reflexive support group that is homogeneous where the diseases of the participating patients are concerned, under the coordination of two or more healthcare professionals from different categories, whose objective is to make it easier for patients to comply with treatment through dialogue. the study presents an analysis of the work carried out with groups of patients suffering from chronic illnesses and stresses the use of group practice as a therapeutic setting and an arena where patients and healthcare professionals teach and learn. it emphasizes the pedagogical aspects of this practice by encouraging learning through contact with problem situations. this enables adding political, ethical, economic, affective, social and cultural dimensions to current specific knowledge (the health issue). the article also points out the possibility of using this technique for developing communication and work team practices in the field of healthcare education.
As tecnologias da informa??o e da comunica??o nas práticas educativas: espa?os de intera??o? Estudo de um fórum virtual
Monteiro, Dilva Martins;Ribeiro, Victoria Maria Brant;Struchiner, Miriam;
Educa??o & Sociedade , 2007, DOI: 10.1590/S0101-73302007000400009
Abstract: this study gives a special emphasis on the concept of interaction that emerges with force and expression from the use of the technologies of information and communication. it focuses on the specific field of educational practices by analyzing the communication among participants of an on-line forum, an interactive practice to promote exchanges of information and experiences. from the theoretical point of view, the relationships among the participants are analyzed according to the categories of jürgen haberma's theory of communicative action in dialogue with the speech categories proposed by eni orlandi. this analysis allows us to affirm that if the so called interactive spaces (as chats and on-line groups of discussion) are potential resources for the transformation of social relationships. yet, these same resources can be used to reinforce power relationships, thus serving more to consolidate ideas and propositions that one wants to execute than to promote interaction.
A prática do nutricionista em escolas municipais do Rio de Janeiro: um espa?o-tempo educativo
Caniné, Emília Santos;Ribeiro, Victoria Maria Brant;
Ciência & Educa??o (Bauru) , 2007, DOI: 10.1590/S1516-73132007000100004
Abstract: this qualitative research has the aim of identifying educational practices and conceptions of nutritionists from the technical supervision team of instituto de nutri??o annes dias, an institution subordinated to the municipality of rio de janeiro, responsible for the technical development of the school nutritional program, and the comprehension of these professionals concerning their role in the program. this program is identified with the human rights declaration, more specifically with the human right to food and also with the food and nutritional security policies. competence and health promotion were used as categories previously defined for speech analysis - field research data - enlarged by the following themes: communication/information, multidisciplinary team-work, social control and food and nutritional security and identified in the nutritionists′ practices.
Inova??o curricular nos cursos de gradua??o em medicina: o ensino da bioética como uma possibilidade
Silva, Rildo Pereira da;Ribeiro, Victoria Maria Brant;
Revista Brasileira de Educa??o Médica , 2009, DOI: 10.1590/S0100-55022009000100017
Abstract: this study aims to systematize the state-of-the-art in bioethics courses in brazilian undergraduate medical education, based on papers published in congress proceedings from the brazilian society of bioethics, the brazilian association of medical education, and rede unida, and in the journals bioética, revista brasileira de bioética, revista brasileira de educa??o médica, and olho mágico for the years 2000 to 2005, and to identify bioethical concepts, methods, and premises adopted in the above-mentioned material. bioethics is situated between the fields of medical education and medical practice, two social practices that must engage in permanent dialogue. thus, competence-based pedagogy and the notions of competence and autonomy as the basis and theoretical categories, respectively, provide the support for understanding the inclusion of bioethics in undergraduate medical education, as a possibility for innovation in the curriculum.
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