An�lise do filme My Life sob a perspectiva do modelo de K�bler-Ross

Abstract

RESUMOObjetivo: Analisar os cinco estágios da morte e morrer por meio da narrativa midiática do filme My Life (1993), do diretor Bruce Joel Rubin. Método: Estudo exploratório e descritivo ancorado na abordagem qualitativa. A partir da análise do conteúdo verbal e não verbal da narrativa, as cenas foram identificadas, decupadas e descritas de forma sintetizada; posteriormente, foram classificadas em grupos a partir do referencial teórico de Kübler-Ross. Resultados: Foram selecionadas e discutidas cenas dos estágios de negação, raiva, barganha, depressão e aceitação segundo Kübler-Ross. Conclusão: Os resultados apontam que o filme My Life pode ser utilizado como ferramenta pedagógica por elucidar os estágios da morte e do morrer, motivando reflexões e apreciações críticas sobre a temática, o que contribui para um melhor entendimento dos estágios a que estão sujeitos os doentes em final de vida. Descritores: Educação em saúde; Tanatologia; Morte; Cinema como assunto; Cuidados paliativos. ABSTRACT:Objetivo: To analyze the five stages of death and dying through the transmedia narrative of the film My Life (1993), directed by Bruce Joel Rubin. Method: Exploratory and descriptive study grounded in qualitative approach. From the analysis of verbal and non-verbal content of the narrative, the scenes were identified, analysed and described in a synthesized manner; later, they were classified into groups from the theoretical framework of Kübler-Ross author. Results: The scenes that approached the stages of denial, anger, bargaining, depression and acceptance were selected and discussed according to Kübler-Ross. Conclusion: The results show that the film My Life can be used as a pedagogical tool for elucidating the stages of death and dying, encouraging reflection and critical assessments on the subject, which contributes to a better understanding of patients in final stage of life. Descriptors: Health education; Thanatology; Death; Motion pictures as topic; Palliative care. RESUMEN:Objetivo: Analizar las cinco etapas de la muerte y el morir a través de la narrativa mediática de la película My life (1993), dirigida por Bruce Joel Rubin. Método: Estudio exploratorio y descriptivo anclado en el enfoque cualitativo. A partir del análisis del contenido verbal y no verbal de la narrativa, las escenas fueran identificadas, desmenuzadas y descritas de forma sintetizada; posteriormente, fueran clasificados en grupos a partir del marco teórico de Kübler-Ross. Resultados: Fueron seleccionadas y discutidas escenas que se acercaron a las etapas de negación, ira, negociación, depresión y aceptación segundo Kübler-Ross. Conclusión: Los resultados muestran que la película My life puede ser utilizada como una herramienta pedagógica para elucidar las etapas de la muerte y el morir, fomentando la reflexión y evaluaciones críticas en la materia, lo que contribuye a una mejor comprensión de pacintes en etapa final de vida.

Simulação realística como ferramenta de ensino na comunicação de situação crítica em cuidados paliativos

“…13 Faced with such situations, in university practice, simulations and other educational strategies have provided the student with an approximation to reality, instrumentalizing these students and future professionals to care for patients and families in critical and palliative care situations, perpetuating learning and providing opportunities for professional growth. [14][15][16] In the referred study, students point out learning opportunities through approximation with reality, where they had the possibility to experience different knowledge to be applied in critical communication in palliative care through realistic simulation.…”

Sharingan No Kakashi, Da Negação À Aceitação: O Luto Segundo O Modelo De Kübler-Ross

“…Os estágios mencionados podem ser observados também nos familiares dos pacientes terminais (KÜBLER-ROSS, 2020, p. 174-185). Esse modelo ficou conhecido como Modelo Kübler-Ross (SOUZA PAULA et al, 2017).…”

Planning and development of empathic educational pedagogical practice in the process of death and dying: A pilot test

“…[21,23] These competencies and skills help the family to elaborate the grief, make the moment more humanized and welcoming for the family and safer for the team. [10,17,23,28,31] Supporting and welcoming bereaved people has been a great challenge and still an arduous task for health professionals, future professionals and undergraduate teachers. [3,21] That said, the students' statements pointed out in the observations, where they mention the difficulties in starting the pedagogical practice.…”

“…In the scenario of death and dying, several methodological strategies and educational tools (film, case studies, conversations, group dialogue and simulation) are being used in undergraduate courses to discuss this theme, making this discussion lighter and more natural. [10,12] In this study, the strategy of recounting daily situations and facts that involve communication of the critical situation, palliative care and end of life, provided the opportunity to experience different roles, reflections about the competencies and skills necessary for the act of caring, in addition to enabling critical reflection on experiences, contributing to the humanization of this care. In the scenario of active methodologies, it is necessary to add pedagogical strategies that can instigate students to actively search for learning and bring theory closer to real care situations.…”

“…Thus, it is understood that different pedagogical practices can propose active participation, which have been used in undergraduate courses to promote discussion about the attitude towards death and dying, such as: filmography, case studies, conversation circles, simulations and problem-based learning, showing that these educational practices can provide opportunities for personal and professional growth in a lighter and more natural way. [9][10][11][12] It is noteworthy that such pedagogical practices provide those involved in the learning cycle the participation in the experiential process of the other, from the point of view of empathy; in addition to developing skills to understand, approach, and care for the other, the family, and other professionals. It is in this perspective that the educational approach about terminality is enhanced by the surgical discipline teachers.…”