Interdisciplinaridade: da simplificação ao pensamento complexo

Tauchen, Gionara; Fávero, Altair Alberto; Alvarenga, André Martins

doi:10.14393/revedfil.issn.0102-6801.v31n62a2017-13

Cited by 2 publications

(1 citation statement)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In the principles that govern the Unified Health System (SUS), it is perceived the valorization of health promotion and the right to equity and integrality within the system. In this sense, multidisciplinary health teams are essential in the health education process, since they act as an integrative factor in health care, promotion and prevention (TAUCHEN;FAVERUS;ALVARENGA, 2017).…”

Section: Introductionmentioning

confidence: 99%

Interprofessionality in Health Care

Souza,

Santos,

Cachoeira

et al. 2023

Global Health Trends and Perspectives in Health Sciences

View full text Add to dashboard Cite

Introduction: Interprofessional education in health has been revealed as an important strategy of professional training, in which professionals are able to develop teamwork that seeks to achieve integrality in health care. Objective: Tounderstand interprofessional education in health from the perspective of health education. Method: A bibliographic review with a reflective approach was carried out published between 2011 and 2021 in the SciElo, Pubmed and CAPS databases, using specific descriptors, in Portuguese and English languages, in February 2022. The titles and abstracts were analyzed, followed by the selection of articles that related to the theme, and 7 articles were included in the final sample. Subsequently, the reflection on the theme was carried out. Results and Discussions: From the selection of the articles, it was possible to understand that there is a long trajectory in the implementation of changes in teaching in the context of health education, and there is a need to improve the teaching-service-community integration, as well as to prioritize interdisciplinarity and interprofessionality, enabling cooperation for the exercise of transformative practices. Final considerations: this study revealed the urgent need for the implementation, strengthening and support of interinstitutional partnerships, the promotion of public policies that qualify the faculty for the development of interprofessional education and the strengthening of relations between the university, health institutions and the community. In addition, it pointed out the need to promote a culture of collaboration and teamwork among health professionals, valuing the diversity of knowledge and skills in order to achieve more comprehensive results to improve the results and quality of health care.

show abstract

Section: Introductionmentioning

confidence: 99%

Interprofessionality in Health Care

Souza,

Santos,

Cachoeira

et al. 2023

Global Health Trends and Perspectives in Health Sciences

View full text Add to dashboard Cite

show abstract

Corporeidade e epistemologia da complexidade: por uma prática educativa vivencial

João

2019

Educ. Pesqui.

View full text Add to dashboard Cite

Resumo Este estudo foi concebido com o objetivo de apresentar uma proposta didático-metodológica fundamentada em uma visão complexa do ser humano. A busca por tal concepção de ser humano, pressuposto filosófico de qualquer pedagogia, advém da necessidade de pensar uma prática educativa que assuma as várias dimensões humanas inerentes a esse processo, ultrapassando a perspectiva de uma educação fragmentadora. Para tanto, é apresentado o conceito de corporeidade fundamentado na obra O método, de Edgar Morin. Essa obra propõe uma epistemologia complexa que indica caminhos para a articulação das três grandes esferas do conhecimento, a saber: física, biologia e antropossociologia, a partir de três princípios epistêmicos: recursivo, dialógico e hologramático. Partindo dessa perspectiva epistemológica, fundamenta-se o conceito de corporeidade, o qual permite compreender o ser humano em quatro dimensões indissociáveis: físico-motora, afetiva-relacional, mental-cognitiva e sócio-histórico-cultural. Provido dessa concepção de ser humano, são expostos os fundamentos e princípios do método de aprendizagem vivencial, bem como um modelo estrutural para a elaboração de planos de aulas vivenciais. Por fim, o estudo busca evidenciar teoricamente que o método de ensino apresentado é uma proposição didático-metodológica que se coaduna com as propostas curriculares interdisciplinares e transdisciplinares. Além disso, possibilita uma prática educativa que tem como finalidades: ensinar a condição humana, ensinar a viver, ensinar a organizar e religar os saberes e refazer uma escola de cidadania.

show abstract

Interdisciplinaridade: da simplificação ao pensamento complexo

Cited by 2 publications

References 0 publications

Interprofessionality in Health Care

Interprofessionality in Health Care

Corporeidade e epistemologia da complexidade: por uma prática educativa vivencial

Contact Info

Product

Resources

About