Narrativas, processos reflexivos e prática profissional: apontamentos para pesquisa e formação

Marcolino, Taís Quevedo; Mizukami, Maria da Graça Nicolletti

doi:10.1590/s1414-32832008000300007

Cited by 21 publications

(19 citation statements)

References 2 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…At the peak of reflective writing is critical reflection, wherein reflections of multiple perspectives are situated in the context of historical and socio-political influences. This model has been used and adapted to analyze and identify types of reflective writing (e.g., Dos & Demir, 2013;Estrada & Rahman, 2014;Kocoglu, Akyel, & Ercetin, 2008;Lyngsnes, 2012;Marcolino & Mizukami, 2008;Ming & Manaf, 2014;Prestridge, 2014).…”

Section: Hatton and Smith's Types Of Reflective Writingmentioning

confidence: 99%

The reflective writing continuum: Re-conceptualizing Hatton & Smith’s types of reflective writing

Rivera¹

2016

IJRSE

View full text Add to dashboard Cite

This paper presents the Reflective Writing Continuum (RWC), which is a reconceptualization of Hatton and Smith's (1995) reflective writing framework. The RWC is developed from the evaluation of 125 eJournals made by 25 distance education learners in the University of the Philippines -Open University's (UPOU) undergraduate education studies and teacher preparation programs. The eJournals were analyzed using collaborative content analysis that initially utilized Hatton and Smith's Types of Reflective Writing. However, the attempts to apply the definitions and categorizations of the typology in the analysis of the reflective writings have indicated a need for some reconceptualization of Hatton & Smith's reflective writing framework. To make the classification more specific, a spectrum of subcategories of reflective writing types was created. This led to the development of the RWC. With its detailed descriptions and categories, the RWC provides educators and learners a new framework to evaluate and improve reflective outputs.

show abstract

Section: Hatton and Smith's Types Of Reflective Writingmentioning

confidence: 99%

The reflective writing continuum: Re-conceptualizing Hatton & Smith’s types of reflective writing

Rivera¹

2016

IJRSE

View full text Add to dashboard Cite

show abstract

“…In a perspective of the "thinking" professional, it is about transforming professionals into investigators of their own practice, in the context in which it occurs 10 . For effectiveness of changes in care practices, the reflection process -considered a thought linked to the action and that it demands a different action from the routine, enlarging the understanding of the relationships with other experiences and ideas and creating conditions for the continuity of the learning 38,39 .…”

Section: To Allow Awareness Of Implicit Aspectsmentioning

confidence: 99%

Crônicas do grupo: ferramenta para análise colaborativa e melhoria da reflexão na pesquisa-ação

Marcolino

Reali

2015

Interface (Botucatu)

Self Cite

View full text Add to dashboard Cite

(b) Departamento de Teorias e Práticas Pedagógicas, UFSCar. São Carlos, São SP, Brasil, darr@ufscar.br The functions that "group chronicle" (narrative of verbal and nonverbal events by a group of people discussing a common topic) might take on within action research projects relating to continuing healthcare education were analyzed. Professional practice was taken to encompass complex and tacit aspects within the social context, as proposed by the practice community. The starting point comprised action research results that used group chronicles as a non-dialectical tool. Thematic analysis was used on 31 excerpts of transcriptions of face-to-face meetings among the participants that contained the word "chronicle". Five functions were identified: facilitation of communication; engagement and identity construction; group memory and continuity of learning; raising of awareness of implicit aspects; and collaborative analysis. This tool addresses educational-investigative projects that seek to promote reflection in order to improve healthcare practices and construct knowledge from this perspective. Permanent Education in Brazilian Health/PEH. The challenge is the transformation of learning practices in continuous service/education ordered and imposed, verticalized, for professionals of only one category, and centered in processes of technical-instrumental learning for participative proposals, dialogical and that face the reality of people's work, in organization of work processes, care and administration in health [1][2][3][4][5] .For the effectiveness of these changes it is hoped that PEH crystallizes in collective and critical-reflexive in the work 4-8 processes, understanding the learning as dynamics, procedural, resulting of the active engagement in the world, in a process of construction of meaning 9 . Besides, PEH demands to value the experiences so much lived by the professionals and the senses that were built on that -given the tacit character on which the experience is constructed 8, 9 -as the reflection about the experience, that impels the professional to be conscious of what is tacit, to evaluate actions and redefine meanings, being able, like this, to produce new knowledge 10,11 .PEH aims to face the crystallization of implicit patterns of organization, work and attendance, because "frequently, problems seemingly of technical nature can express latent conflicts in the manners of thinking and acting of the profissionais" 4 , p.897. Therefore to promote the transformation by the education, the problem in subject needs to emerge, the people need to recognize themselves in the singularity of the situation and be recognized in their needs and creative-transforming potential 4 .These presuppositions are also extolled by the action-research that, in the interface among the fields of education and health, has been used for knowledge production and technology of care, as well as of formation and profissional development [12][13][14][15][16][17] . This modality of qualitative investigation is based on the colla...

show abstract

“…Uma característica fundamental do trabalho em saúde é ser um trabalho 'vivo em ato', que se realiza no momento do encontro entre o trabalhador e quem demanda atenção (Merhy, 2000). Envolve escuta, abertura, espreita, disponibilidade, atenção, certa sensibilidade, tateamento, movimentos de proximidade e distanciamento, implicação, confiança, uma multiplicidade de elementos que não se resume à aplicação de técnicas e protocolos (Deleuze, 2009).…”

Section: Introductionunclassified

“…A construção de narrativas de vida tem sido utilizada na prática clínica e na formação de profissionais como estratégia para compreender as relações estabelecidas entre acontecimentos da vida e as questões de saúde, além de acessar os sentidos e significados atribuídos ao adoecimento pelo paciente (Greenhalgh e Hurwitz, 1999;Marcolino e Mizukami, 2008). Ouvir histórias de vida oferece condições para o estudante exercitar a escuta e a sensibilidade diante do sofrimento e desenvolver habilidades para lidar com ele.…”

Section: Introductionunclassified

Narrativas na formação comum de profissionais de saúde

et al. 2014

View full text Add to dashboard Cite

Este texto relata a experiência de formação comum que ocorre desde 2007 no campus Baixada Santista da Universidade Federal de São Paulo, no terceiro semestre de graduação, do eixo curricular trabalho em saúde. A experiência articula estudantes e docentes de diferentes áreas profissionais: educação física, fisioterapia, nutrição, psicologia e terapia ocupacional. São apresentadas as diretrizes e estratégias de organização do módulo 'Prática clínica integrada: análise de demandas e necessidades de saúde', que adota a produção de narrativas de histórias de vida e de questões de saúde de pessoas selecionadas por docentes em conjunto com as equipes da rede de serviços do município de Santos, São Paulo. As narrativas foram produzidas em encontros quinzenais dos estudantes com as pessoas acompanhadas em suas residências e de supervisões com os docentes. Realizouse análise de conteúdo de 120 relatórios de conclusão do módulo elaborados pelos estudantes nos anos de 2007 e 2008 visando identificar efeitos dessa proposta de formação. A elaboração de narrativas favoreceu aos estudantes ampliar a capacidade de escuta e a percepção da complexidade do processo saúdedoençacuidado, bem como de outros aspectos do que se tem denominado de 'clínica comum' às diversas profissões em saúde.

show abstract

Narrativas, processos reflexivos e prática profissional: apontamentos para pesquisa e formação

Cited by 21 publications

References 2 publications

The reflective writing continuum: Re-conceptualizing Hatton & Smith’s types of reflective writing

The reflective writing continuum: Re-conceptualizing Hatton & Smith’s types of reflective writing

Crônicas do grupo: ferramenta para análise colaborativa e melhoria da reflexão na pesquisa-ação

Narrativas na formação comum de profissionais de saúde

Contact Info

Product

Resources

About