Reforma psiquiátrica brasileira e atenção básica à saúde: desafios e possibilidades

Pós-graduação em Psicologia - FCLAS

Gramsci entre Maquiavel e Marx: da negatividade do homem a ontonegatividade da política

Em uma de suas categorias centrais, Gramsci estabelece uma identidade direta entre as politicidades maquiaveliana e marxiana, de sorte que cada um escreve para a classe da vanguarda política de sua época. No entanto, uma crítica mais rigorosa aos escritos marxianos nos revela que o proletariado não é somente a classe progressista de sua época, da maneira que a burguesia fora no iluminismo, como quer Gramsci, mas é, em verdade, a esfera universal e a única capaz de levar a cabo uma emancipação humana total. Doravante, a identidade entre Marx e Maquiavel inexiste na medida em que o primeiro, de magnitude filosófica distinta, concebe o trabalho ontologicamente como atributo central da humanização, apreendendo a política como uma figura transitória superável, enquanto o segundo concebe a política como o ato fundador de toda sociabilidade.

Mitopoética em O búfalo, de Lispector

O enfraquecimento das referências realistas, a diluição das fronteiras entre o real e o imaginário, a imprecisão entre o início e o fim, a supressão da multiplicidadede personagens com o conseqüente deslocamento da focalização para um indivíduo solitário, a ênfase no espaço refletor e o acolhimento de mitos cristalizados pela cultura ocidental são elementos que conferem à história narrada por Clarice Lispector o estatuto de narrativa poética. Palavras-chave: Narrativa poética. Mito. Clarice Lispector. “O búfalo”.

Percepção da equipe multiprofissional sobre o cuidado humanizado nas unidades de terapia intensiva de um hospital escola

Pós-graduação em Enfermagem (mestrado profissional) - FMB

O ensino da clínica ampliada na atençao priméria à saúde: percepções e vivências de alunos de graduação médica

Pós-graduação em Saúde Coletiva - FMB

Formação Contínua em Serviço: o olhar do professor

Pós-graduação em Educação - FCT

Estudo comparativo das representações sociais sobre diabetes mellitus e pé diabético

The study aimed to investigate social representations of the terms diabetes and diabetic foot in different populations. Participants were divided into groups: diabetics (GD); non- diabetics (GN); and non-diabetic healthcare professionals (GP). Personal data were collected, and subjects answered two questions that were expected to evoke five words that came to mind when they thought of diabetes and then diabetic foot. The evoked material was analyzed with the software Ensemble de Programmes Permettant l'Analyse dês Èvocations. A total of 161 subjects participated, including GD (n = 72) with a mean age of 56.12 ± 5.49 years; GN (n = 38) with a mean age of 54.29 ± 7.91 years; and GP (n = 51) with 34.95 ± 7.52 years. The term diabetes evoked 297 words in GD, 172 in GN, and 235 words in GP. The term diabetic foot evoked 180 words in GD, 90 in GN, and 236 in GP. The groups proved to be anxious for more information, thus confirming the need for awareness-raising and educational programs on diabetes, covering comprehensive issues concerning the disease.

O ensino da escrita e o desenvolvimento das pessoas com deficiência intelectual

This article proposes a theoretical reflection on the development of children with intellectual disabilities, regarding the importance and necessity of the process of learning the written language, from a historical-cultural point of view. For this approach, the course of development of a child disabled or not will occur according to cultural and social conditions experimented by him or her. Therefore, concerning the child with intellectual disabilities, his cultural condition, in dynamic relationship with the obstacles placed in its special condition, will be the source of his development. If the development of higher psychological functions is realized through the use of tools and if the people with intellectual disabilities present an inability to use these tools, there will be the need for aids so they can learn to use them in order to train and develop their psychic functions. In this process, education and written language acquisitions are fundamental ways of accessibility to the cultural world, a wider significance of communication in the world and to oneself. In short, the educators' comprehension about the importance of intentional teaching of written language and the historical process that envolves its development represents a fundamental contribution to the process of humanization of children with disabilities.

Implicações da teoria histórico-cultural no processo de formação de professores da educação infantil

Pós-graduação em Educação - FFC

A influência da demanda espontânia na (des)caracterização do processo de trabalho na estratégia saúde da família

Pós-graduação em Enfermagem (mestrado profissional) - FMB

Massagem com aromaterapia e sua eficiência para o usuário em internação psiquiátrica

Pós-graduação em Enfermagem (mestrado profissional) - FMB

Humanization of health care: a reflexive theoretical essay based on the philosophy of Emmanuel Lévinas

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

O gênero masculino e os cuidados de saúde: a experiência de homens de um centro de saúde

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

O estágio curricular e a didática na formação de professores: desafios e possibilidades

In this paper we addressed aspects of the disciplines “Curricular Training” and “Didactics” in the Pedagogy Course in training of teachers. The main objective is to emphasize upon submission of the work that we do in our teaching practice in the mentioned disciplines, the importance of linking the theory and the practice in training of teachers so that the teaching in the university it is not decontextualized but enriched with the issues of everyday school life. In this sense, we address, initially, the aspects of the Curricular training as a mediator link of the learning, of the articulation of the curriculum and of the practices and, in this view, as a productive conduit between the university and the basic education, stressing the need for the reception of the contribution that each institutions within its specificity, must provide in the training courses. In sequence, we present aspects of the structure of the work we do with our students in Early Childhood Education Curricular Training. Finally, are detailed the aspects of a Didactics for the teachers of early childhood education and for the early years of Fundamental Education, focusing on narratives of in-service teachers on their experiences teaching in search of new systematization of pedagogical practice and on by own teachers.

Relações na escola da infância: perspectivas teóricas e didático-pedagógicas

This article portrays pathways and studies, arising from research already completed on relationships that constitute the process of appropriation-objectification of the world of human culture by the child at the School for Children, under the gaze of Historical-Cultural Approach. The studies had been configured in accord with a theoretical look that understands the relations as propeller of the humanization process and the child as capable to learn since very small. Initially, there is deepening of theoretical issues concerning the regularities of human development between three and six years old, based on the propositions of the Historical-Cultural Approach. Subsequently, it presents results of the routes methodological that integrated observation sessions of educational practice in schools in early childhood education, involving the relationship between children, adults and objects, as well as sessions of designs and semi-structured interviews with the children. These results show the resulting analysis of the pedagogical implications of the propositions of the HistoricalCultural Approach about the humanization process, mediation and activity.