Leandra Lúcia Moraes Couto

Saúde mental na estratégia saúde da família: revisão da literatura brasileira

A Estrategia Saude da Familia orienta a organizacao da Atencao Primaria a Saude no Brasil e inclui importantes congruencias programaticas com a Reforma Psiquiatrica. Os principios de territorializacao e acompanhamento longitudinal devem favorecer a construcao de acoes inovadoras de promocao, prevencao e reabilitacao em saude mental. O objetivo desta revisao foi analisar os principais temas da literatura cientifica brasileira sobre saude mental na Estrategia Saude da Familia. Foram lidos os titulos de 267 artigos, publicados entre 1999 e 2009, e 38 artigos foram selecionados, segundo criterios especificos, para analise tematica. A literatura abordou os temas da demanda em saude mental, das percepcoes e praticas dos profissionais e da insercao do psicologo na Atencao Primaria. Os estudos revisados apontaram problemas como visoes estereotipadas sobre os transtornos mentais, predominância da logica manicomial, ausencia de registros, fluxos, estrategias, apoio qualificado as familias e de integracao em rede. A meta-analise qualitativa indicou questoes que podem fomentar o debate sobre o topico e a realizacao de outras pesquisas, bem como a reflexao sobre a atuacao profissional na interface entre Saude Mental e Saude da Familia.

Psicologia em ação no SUS: a interdisciplinaridade posta à prova

With the purpose of reorganizing health attention practices on a new basis and of replacing the traditional health model, whose focus was typically on healing and on hospital-centered practices, the Family Health Program (FHP) was created by the Brazilian Health Ministry in 1988. The FHP is operationalized by multiprofessional teams in Basic Health Units (BHU). This article aims to analyze the unfolding of an intervention developed in the course of a training program carried out under the project entitled “Psychology and collective health: promoting health in the community” conducted at a BHU in Vitoria, ES. After inserting ourselves into the BHU routine and context for a certain time, we developed a proposal for an interdisciplinary program designed for a group of obese, diabetic and hypertensive patients. Mechanisms which promote the exchange of experiences such as thematic workshops and tours were created. During the intervention, it was possible to observe the importance of interdisciplinary work to reach the proposed objectives. We had improvements and certain difficulties, and concluded that Psychology can effectively contribute for the promotion of health in the context of FHP.Para reorientacao da Atencao Basica, em 1998, o Ministerio da Saude (MS) adotou a Estrategia de Saude da Familia (ESF), que e operacionalizada por meio de equipes multiprofissionais em Unidades Basicas de Saude (UBS), com o objetivo de substituir o modelo tradicional de atencao a saude, tipicamente curativo e hospitalocentrico. Este artigo analisa os desdobramentos da intervencao ocorrida durante o desenvolvimento do projeto de estagio Psicologia e Saude Coletiva: Promovendo a Saude na Comunidade, em uma UBS da cidade de Vitoria (ES). Apos um periodo de insercao na rotina e no contexto da unidade, elaboramos uma proposta de trabalho interdisciplinar dirigida ao grupo de pacientes composto por pessoas obesas, diabeticas e/ou hipertensas. Utilizamos mecanismos que possibilitaram trocas de experiencias, como oficinas tematicas e passeios. No decorrer da intervencao, foi possivel perceber a importância do trabalho interdisciplinar para que os objetivos propostos fossem alcancados. Verificamos muitas conquistas e algumas dificuldades, e constatamos que a Psicologia pode contribuir de forma efetiva para a promocao da saude no contexto da ESF.

Educação em valores morais: juízos de profissionais no contexto escolar

This study aims to investigate the judgments of Education professionals, such as teachers, principals, coordinators, pedagogical supervisors and pedagogues in fundamental public schools (6th to 9th grades) and secondary education in Espírito Santo, regarding education related to moral values (EMV). We used a questionnaire as an instrument for data collection, mailed and made available online. From the data, it was noted that the majority of the sample (1) stated that EMV addresses the “moral or ethical values” (2) considered that schools should provide this kind of education, (3) argued that the educational institution should educate morally because this “is the function of the school” and (4) mentioned as a possible procedure for EVM, the verbal and active methods. Thus, it was pointed out that the participants recognized the importance of the educational institution in the process of moral development of the students.

Education in moral values: judgments of professionals in the educational context

This study aims to investigate the judgments of Education professionals, such as teachers, principals, coordinators, pedagogical supervisors and pedagogues in fundamental public schools (6th to 9th grades) and secondary education in Espírito Santo, regarding education related to moral values (EMV). We used a questionnaire as an instrument for data collection, mailed and made available online. From the data, it was noted that the majority of the sample (1) stated that EMV addresses the “moral or ethical values” (2) considered that schools should provide this kind of education, (3) argued that the educational institution should educate morally because this “is the function of the school” and (4) mentioned as a possible procedure for EVM, the verbal and active methods. Thus, it was pointed out that the participants recognized the importance of the educational institution in the process of moral development of the students.

Concepção de justiça e injustiça de docentes do ensino fundamental

Investigamos a concepcao de justica de professoras do ensino fundamental. Realizamos entrevistas com base no metodo clinico piagetiano. Verificamos que a tematica dos direitos foi abordada pelas participantes em todas as perguntas e justificativas do estudo. Por outro lado, obtivemos poucas referencias com relacao a igualdade e a equidade. Tambem encontramos citacoes que versam sobre a oportunidade de desenvolvimento pessoal, o julgamento e a punicao, a valorizacao ou desvalorizacao da vida e da profissao, entre outros. De maneira geral, os dados mostram que as concepcoes de justica possuem predominância de caracteristicas da moral autonoma. No entanto, chamamos a atencao para a ocorrencia de dados que revelam a existencia de tracos de uma moral heteronoma na concepcao das docentes.

Justice teaching: motivation of elementary school teachers

In the present study, we sought to investigate whether teachers of the 1st and 5th year of elementary school consider they teach justice in their educational practices and, if so, what is the motivation to teach 1 Endereco para correspondencia: Universidade Federal do Espirito Santo, Centro de Ciencias Humanas e Naturais, Departamento de Psicologia Social e do Desenvolvimento, Programa de Pos-Graduacao em Psicologia, Av. Fernando Ferrari, 514, Goiabeiras, Vitoria, ES, Brasil 29075-910. Fone: (27) 4009-2505; Fax: (27) 4009-2501. E-mail: leandrabj@hotmail.com, heloisamoulin@gmail.com e tatianam.moraes@gmail.com Agradecemos ao Fundo de Apoio a Ciencia e Tecnologia de Vitoria (Facitec) pelo apoio fi nanceiro. Este estudo e decorrente da dissertacao de mestrado da primeira autora sob orientacao da segunda. Couto, L. L. M., Alencar, H. M., Moraes, T. M. 384 this moral value. Besides, the differences among the data from the teachers of the 1st and 5th year were probed. For this, semi-structured, individual interviews with the reference of the Piagetian clinical method were done. It was verifi ed that all participants consider that they teach justice. Most teachers teach the said moral value because this is a responsibility of the school or due to lack of this role by the family. Likewise motivations related to the crisis of values in this present time, the importance of justice for society, the possibility of expanding itself, among others were found. Regarding the differences between the school years studied, it was established that the teachers who work with the 1st year tend to justify the teaching about justice predominantly due to the fact that this is a practice of the school’s responsibility. In turn, the teachers who teach the 5th year seem to teach justice because this practice can promote coexistence in society, human relationships. From the results, the need for continuous education on the teaching of justice, designed and programmed to develop autonomous individuals is emphasized.

Ensino da justiça: motivação de docentes do ensino fundamental

In the present study, we sought to investigate whether teachers of the 1st and 5th year of elementary school consider they teach justice in their educational practices and, if so, what is the motivation to teach 1 Endereco para correspondencia: Universidade Federal do Espirito Santo, Centro de Ciencias Humanas e Naturais, Departamento de Psicologia Social e do Desenvolvimento, Programa de Pos-Graduacao em Psicologia, Av. Fernando Ferrari, 514, Goiabeiras, Vitoria, ES, Brasil 29075-910. Fone: (27) 4009-2505; Fax: (27) 4009-2501. E-mail: leandrabj@hotmail.com, heloisamoulin@gmail.com e tatianam.moraes@gmail.com Agradecemos ao Fundo de Apoio a Ciencia e Tecnologia de Vitoria (Facitec) pelo apoio fi nanceiro. Este estudo e decorrente da dissertacao de mestrado da primeira autora sob orientacao da segunda. Couto, L. L. M., Alencar, H. M., Moraes, T. M. 384 this moral value. Besides, the differences among the data from the teachers of the 1st and 5th year were probed. For this, semi-structured, individual interviews with the reference of the Piagetian clinical method were done. It was verifi ed that all participants consider that they teach justice. Most teachers teach the said moral value because this is a responsibility of the school or due to lack of this role by the family. Likewise motivations related to the crisis of values in this present time, the importance of justice for society, the possibility of expanding itself, among others were found. Regarding the differences between the school years studied, it was established that the teachers who work with the 1st year tend to justify the teaching about justice predominantly due to the fact that this is a practice of the school’s responsibility. In turn, the teachers who teach the 5th year seem to teach justice because this practice can promote coexistence in society, human relationships. From the results, the need for continuous education on the teaching of justice, designed and programmed to develop autonomous individuals is emphasized.

Enseñanza de la justicia: motivación del docente de la educación primaria

In the present study, we sought to investigate whether teachers of the 1st and 5th year of elementary school consider they teach justice in their educational practices and, if so, what is the motivation to teach 1 Endereco para correspondencia: Universidade Federal do Espirito Santo, Centro de Ciencias Humanas e Naturais, Departamento de Psicologia Social e do Desenvolvimento, Programa de Pos-Graduacao em Psicologia, Av. Fernando Ferrari, 514, Goiabeiras, Vitoria, ES, Brasil 29075-910. Fone: (27) 4009-2505; Fax: (27) 4009-2501. E-mail: leandrabj@hotmail.com, heloisamoulin@gmail.com e tatianam.moraes@gmail.com Agradecemos ao Fundo de Apoio a Ciencia e Tecnologia de Vitoria (Facitec) pelo apoio fi nanceiro. Este estudo e decorrente da dissertacao de mestrado da primeira autora sob orientacao da segunda. Couto, L. L. M., Alencar, H. M., Moraes, T. M. 384 this moral value. Besides, the differences among the data from the teachers of the 1st and 5th year were probed. For this, semi-structured, individual interviews with the reference of the Piagetian clinical method were done. It was verifi ed that all participants consider that they teach justice. Most teachers teach the said moral value because this is a responsibility of the school or due to lack of this role by the family. Likewise motivations related to the crisis of values in this present time, the importance of justice for society, the possibility of expanding itself, among others were found. Regarding the differences between the school years studied, it was established that the teachers who work with the 1st year tend to justify the teaching about justice predominantly due to the fact that this is a practice of the school’s responsibility. In turn, the teachers who teach the 5th year seem to teach justice because this practice can promote coexistence in society, human relationships. From the results, the need for continuous education on the teaching of justice, designed and programmed to develop autonomous individuals is emphasized.

Educação Moral no Ensino Fundamental: Prática Docente de Ensino da Justiça

Trata-se de um estudo na area da Psicologia da moralidade e da educacao moral. Objetivamos pesquisar os juizos de 23 docentes, 11 de 1o e 12 de 5o ano do ensino fundamental, acerca do ensino da justica. Alem disso, propomos-nos a verificar se tais praticas modificam-se em razao do ano escolar para o qual a participante leciona. Realizamos entrevistas semiestruturadas com base no metodo clinico piagetiano, bem como analisamos os dados de acordo com a referida teoria e a sistematizacao proposta por Delval. Constatamos que a maioria das praticas relatadas trata de meios que estao embasados em acoes impositivas. Ademais, averiguamos diferencas entre os anos escolares pesquisados: as docentes de 5o ano mencionam mais procedimentos impositivos. De modo geral, verificamos que os procedimentos adotados pelas docentes podem nao favorecer a efetivacao das finalidades por elas almejadas. A partir dos dados obtidos, enfatizamos a necessidade de intervencoes com a populacao pesquisada.

Educación en valores morales: juicios de profissionales en el contexto escolar

This study aims to investigate the judgments of Education professionals, such as teachers, principals, coordinators, pedagogical supervisors and pedagogues in fundamental public schools (6th to 9th grades) and secondary education in Espírito Santo, regarding education related to moral values (EMV). We used a questionnaire as an instrument for data collection, mailed and made available online. From the data, it was noted that the majority of the sample (1) stated that EMV addresses the “moral or ethical values” (2) considered that schools should provide this kind of education, (3) argued that the educational institution should educate morally because this “is the function of the school” and (4) mentioned as a possible procedure for EVM, the verbal and active methods. Thus, it was pointed out that the participants recognized the importance of the educational institution in the process of moral development of the students.