Círculo de cultura como componente qualitativo da pesquisa em Educação Física: reflexões teórico-metodológicas

Nepomuceno, Léo Barbosa; Cavalcante, Jon Anderson Machado; Venâncio, Luciana; Neto, Luiz Sanches

doi:10.5216/rpp.v22.55524

Cited by 5 publications

(5 citation statements)

References 5 publications

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“…Perceber a aplicabilidade prática do conhecimento é essencial para despertar a motivação para aprender, e Rev Gaúcha Enferm. 2024;45:e20230041 encontrar ancoragem do conteúdo novo em saberes prévios facilita a fixação a longo prazo do conhecimento (25) .…”

Section: Discussionunclassified

Debriefing, espaço dialógico para o desenvolvimento do pensamento reflexivo na enfermagem

Oliveira,

Martini,

Caravaca-Morera

et al. 2024

Rev. Gaúcha Enferm.

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RESUMO Objetivo: Compreender os elementos pedagógicos necessários para que o debriefing favoreça o desenvolvimento do pensamento reflexivo. Método: Estudo de caso único desenvolvido no Centro de Simulaciónen Salud da Escuela de Enfermería da Universidad de Costa Rica em outubro de 2018. Os dados foram coletados por meio de entrevistas, observação e análise documental. Utilizaram-se a estratégia de proposições teóricas e a técnica de construção de explanação para a análise dos dados. Resultados: Os dados originaram duas categorias: 1) pedagogia da organização, a qual abordou elementos pensados pelo docente para facilitar o diálogo; 2) pedagogia da facilitação, a qual trouxe elementos do próprio diálogo que enriquecem a discussão, mobilizam o grupo, provocam a reflexão e o engajamento. Considerações finais: Torna-se imprescindível incluir como elementos pedagógicos que favoreçam o desenvolvimento do pensamento reflexivo os seguintes: planejamento prévio, ambiente adequado, sistematização, formação pedagógica em facilitação de debriefing, abertura ao diálogo, respeito pedagógico, valorização do positivo, paciência e motivação.

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Section: Discussionunclassified

Debriefing, espaço dialógico para o desenvolvimento do pensamento reflexivo na enfermagem

Oliveira,

Martini,

Caravaca-Morera

et al. 2024

Rev. Gaúcha Enferm.

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“…2024;45:e20230041 Meaningful learning needs two factors to happen: the learner's willingness to learn something new and logically and psychologically significant content for the learner. Realizing the practical applicability of knowledge is essential to awaken the motivation to learn, and finding new content anchored in previous knowledge facilitates the long-term retention of knowledge (25) .…”

Section: Discussionmentioning

confidence: 99%

Debriefing, a dialogical space for the development of reflective thinking in nursing

Oliveira,

Martini,

Caravaca-Morera

et al. 2024

Rev. Gaúcha Enferm.

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Objective: To understand the pedagogical elements necessary for the debriefing to favor the development of reflective thinking. Method: A single case study developed at the Centro de Simulación en Salud of the Escuela de Enfermería of the Universidad de Costa Rica in October 2018. Data were collected through interviews, observation and document analysis. For data analysis, the strategy of theoretical propositions and the construction of explanation technique were used. Results: The data originated two categories: 1) pedagogy of the organization, addressed elements thought by the professor to facilitate the dialogue; 2) facilitation pedagogy, brought elements from the dialogue itself that enrich the discussion, mobilize the group, provoke reflection and engagement. Final considerations: It is essential to include the following as pedagogical elements in order to favor the development of reflective thinking: prior planning, adequate environment, systematization, pedagogical training in facilitating debriefing, openness to dialogue, pedagogical respect, valorization of positive aspects, patience, and motivation.

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“…This research is qualitatively configured as a collaborative investigation, with an emphasis on the dialog between teacherresearchers (Nepomuceno et al, 2019). The co-authors generated field data within their working contexts.…”

Section: Methodsmentioning

confidence: 99%

Exploring critical incidents technique on social justice themes with Brazilian physical education teacher-researchers

Flor,

Souza,

Gonçalves

et al. 2024

Front. Educ.

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This research is qualitatively oriented and aims to analyze themes of social justice—according to the methodology proposed by the international project EduHealth—based on critical incidents in physical education classes. The incidents have been identified by six physical education teacher-researchers who produced vignettes from the situations. Three of them are Master’s students from the Postgraduate Program in Physical Education at the Federal University of Rio Grande do Norte (PPGEF-UFRN) and three are from the Professional Postgraduate Program in Physical Education in National Network at the Federal University of Ceará (ProEF-UFC). Both universities are located in the Northeastern region of Brazil. Findings point to themes related to gender inequality, trans invisibility and/or homophobia, socioeconomic inequalities, reflective-critical issues about democracy and social inclusion, the struggle for social rights, bullying, religions and empathy, intellectual and physical disabilities, diversity, identity, and low self-esteem. A critical education based on social justice is essential in facing the analyzed situations. In conclusion, the notion of social justice can help to promote the knowledge that teacher-researchers mobilize to teach physical education’s thematic subjects in a contextualized and engaged way. This perspective helps to understand the privileges and unjust power relations present in Brazilian society, pointing out subsidies for reflection and deepening of the teaching and learning processes.

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Círculo de cultura como componente qualitativo da pesquisa em Educação Física: reflexões teórico-metodológicas

Cited by 5 publications

References 5 publications

Debriefing, espaço dialógico para o desenvolvimento do pensamento reflexivo na enfermagem

Debriefing, espaço dialógico para o desenvolvimento do pensamento reflexivo na enfermagem

Debriefing, a dialogical space for the development of reflective thinking in nursing

Exploring critical incidents technique on social justice themes with Brazilian physical education teacher-researchers

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