Maria Paula Panúncio-Pinto

População em vulnerabilidade, intersetorialidade e cidadania: articulando saberes e ações

Este artigo apresenta relato referente ao “I Encontro Saude Ocupacao e Contextos Psicossociais: populacoes em vulnerabilidade, intersetorialidade e cidadania”, realizado em agosto de 2012 pelo curso de Terapia Ocupacional da Faculdade de Medicina de Ribeirao Preto – Universidade de Sao Paulo. Os objetivos do evento foram discutir as multiplas causalidades e a complexidade envolvida no fenomeno do crescimento da populacao em situacao de rua na conjuntura geral do pais e do mundo e no contexto do municipio; iniciar uma analise e caracterizacao social dessa populacao; e elaborar estrategias para elaboracao de politicas publicas de inclusao social, reducao de iniquidades e desigualdades e erradicacao da pobreza no municipio de Ribeirao Preto, na interface entre as dimensoes de atuacao, recursos e responsabilidades de varios setores da administracao publica no municipio (saude, educacao, cultura, habitacao, transportes e meio ambiente, entre outros) e organizacoes da sociedade civil. O evento gerou documento com propostas de estrategias voltadas a atencao a pessoas em situacao de rua, que foi entregue a Prefeitura, a Câmara de Vereadores, ao Ministerio Publico e a representantes de movimentos sociais. E possivel concluir que o encontro promoveu uma importante articulacao para subsidiar a formacao de foruns intersetoriais e desencadear acoes voltadas a atencao a populacao em vulnerabilidade social.

Play preference of children with ADHD and typically developing children in Brazil: A pilot study

BACKGROUND/AIM Children with attention deficit hyperactivity disorder (ADHD) have been reported to have play deficits, which can cause problems in occupational development. The aim of this paper was to report research findings on children with ADHD and typically developing children in relation to preference of play partners, play places, toys and type of play. METHODS Thirty-two school aged children from low socioeconomic status were divided into two groups. One group of 16 children with ADHD were matched with 16 typically developing children. RESULTS AND CONCLUSION There were no significant differences between the two groups in relation to play partners, with classmates being the most frequent play partner for both groups. There were significant differences between the two groups in preferred place to play. Children with ADHD preferred to play in school and typically developing children preferred to play on the street. There were significant differences in relation to toys and type of play engaged in with children with ADHD preferring educational materials and typically developing children preferring electronic games. These findings add to knowledge of Brazilian children with ADHD and their play preferences. Comparisons are made with research with Australian children with and without ADHD.

Perceptions of occupational therapy students and clinical tutors on the attributes of a good role model

Abstract Background: Occupational therapy students learn in different environments, where role modelling takes place. Nevertheless, little is known about student and tutors perceptions on model´s characteristics. Objectives: The aims of this study were to investigate the perceptions of occupational therapy students on the most important attributes of role models and to confront their views with those of clinical tutors. Methods: A sample of 61 students completed a structured, standardized online questionnaire. Ten clinical tutors regarded by students as good models underwent a semi-structured individual interview. Data were analyzed quantitatively and qualitatively (thematic content analysis). Results: The most important attributes of a good role model according to student perception were: good relationship with patients, integrity and ethical behaviour, respectful relationships with colleagues, patient management skills, commitment to personal and professional growth and enthusiasm for the profession. Clinical tutors believed that they were nominated as good role models because they demonstrated empathy towards patients, good relationships with students and enthusiasm for their profession. Conclusions and Significance: Perceptions of occupational therapy students and clinical tutors about role models characteristics were similar. Identification of attributes of good role models may inform teacher training and faculty development in occupational therapy.

Experiência de formação docente na pós-graduação e pesquisa em educação: projeto Capes Pró-Ensino na Saúde da Faculdade de Medicina de Ribeirão Preto, Universidade de São Paulo, Brasil

Este artigo descreve a experiencia do projeto Pro-Ensino na Saude (Capes-Edital 024/2010) da Faculdade de Medicina de Ribeirao Preto, Universidade de Sao Paulo. Entre 2011 e 2016 o projeto formou quatro mestres e cinco doutores, alem de criar disciplinas abordando topicos de ensino-aprendizagem na saude. Nesse periodo, consolidou-se grupo de pesquisa em educacao na saude, que vem desenvolvendo projetos especificos e publicando artigos ineditos e revisoes sobre temas relevantes a docencia na saude. Todos os objetivos do edital Capes foram alcancados, apesar das dificuldades enfrentadas, como a pouca flexibilidade da pos-graduacao na universidade, o que restringiu a admissao de pos-graduandos e o credenciamento de novos orientadores. Mesmo apos o termino do projeto, manteve-se o grupo de ensino e pesquisa, que continua contribuindo para a valorizacao da formacao docente na pos-graduacao e da pesquisa na area de ensino na saude.

Teatro del oprimido: un teatro de emergencia social y conocimientos colectivos

O presente estudo desenvolveu-se a partir da proposta de uma discussao da importância do metodo do Teatro do Oprimido em investigacoes sociais. A proposta, contudo ultrapassou as expectativas iniciais ao permitir pensar atuacoes contemporâneas no campo publico.O metodo teatral estudado inclui mudancas politicas, pois valoriza a experiencia das comunidades, buscando o debate e alternativas para as opressoes vividas, propoe a identificacao e a valorizacao de praticas atuais contra-hegemonicas e de possiveis mudancas que sao latentes. E possivel concluir que essas perspectivas teorico-metodologicas instrumentalizam o psicologo social para a pesquisa- interventiva, possibilitando a transfomacao a partir da condicao do sujeito na sua acepcao coletiva e historica, contribuindo tambem para a construcao de subjetividades, numa perspectiva nao-individualista e nao reducionista.This essay introduces a proposal for intervention in Social Psychology. It integrates the knowledge and practice of Theatre of the Oppressed to the Sociology of Absences and Emergencies. It is a result of social research in which the first was the builder of dispositives while the other taken as a reference for analysis. The articulation of these theoretical and methodological perspectives proved potent tool of democratization of knowledge and contributing to the post-paradigmatic science in making anti-hegemonic-globalization movement revaluing knowledge and experiences considered marginal. For the articulation we present the Theatre of the Oppressed as a dialogic space analyzing it in the light of social psychology mediated by the prospect of Sociology of Emergencies seeking to develop a tool for research and intervention : a Theatre Emergencies. We conclude by discussing the potential of this joint to the research and intervention of the social psychologist.

Theatre of the oppressed: a theather of the social emergences and of the collective knowlegde

O presente estudo desenvolveu-se a partir da proposta de uma discussao da importância do metodo do Teatro do Oprimido em investigacoes sociais. A proposta, contudo ultrapassou as expectativas iniciais ao permitir pensar atuacoes contemporâneas no campo publico.O metodo teatral estudado inclui mudancas politicas, pois valoriza a experiencia das comunidades, buscando o debate e alternativas para as opressoes vividas, propoe a identificacao e a valorizacao de praticas atuais contra-hegemonicas e de possiveis mudancas que sao latentes. E possivel concluir que essas perspectivas teorico-metodologicas instrumentalizam o psicologo social para a pesquisa- interventiva, possibilitando a transfomacao a partir da condicao do sujeito na sua acepcao coletiva e historica, contribuindo tambem para a construcao de subjetividades, numa perspectiva nao-individualista e nao reducionista.This essay introduces a proposal for intervention in Social Psychology. It integrates the knowledge and practice of Theatre of the Oppressed to the Sociology of Absences and Emergencies. It is a result of social research in which the first was the builder of dispositives while the other taken as a reference for analysis. The articulation of these theoretical and methodological perspectives proved potent tool of democratization of knowledge and contributing to the post-paradigmatic science in making anti-hegemonic-globalization movement revaluing knowledge and experiences considered marginal. For the articulation we present the Theatre of the Oppressed as a dialogic space analyzing it in the light of social psychology mediated by the prospect of Sociology of Emergencies seeking to develop a tool for research and intervention : a Theatre Emergencies. We conclude by discussing the potential of this joint to the research and intervention of the social psychologist.

Habilidades e interacciones sociales de los niños con síndrome de Down en la educación ordinaria

Resumen En este estudio se identifica el proceso de interaccion social de los ninos con sindrome de Down (SD) en el sistema educativo ordinario de una ciudad en el interior de Sao Paulo (Brasil). En el estudio participaron 6 ninos de 3 a 6 anos de edad. Se filmaron videos de cada nino en cuatro situaciones de interaccion social en dos ambientes diferentes (interior y exterior), lo que permitio analizar las habilidades interpersonales y de autoexpresion a traves de la observacion de 15 tipos de conductas. Los resultados revelan que el tipo de conducta “interactua con otros ninos”, dentro de la categoria de “habilidades interpersonales”, fue la mas frecuente tanto en ambiente interior como en exterior, con una media de 27,5 y 28,3, respectivamente. Teniendo en cuenta las habilidades de autoexpresion, solo la conducta “sonrie” se dio una cantidad de veces destacable en interiores, con una media de 8,16, mientras que las conductas “sonrie” e “imita a otros ninos” tuvieron una presencia significativa en exteriores, con unas medias de 5,16 y 3, respectivamente. En conclusion, incluir ninos con SD en el sistema educativo ordinario promueve en ellos nuevas formas de aprendizaje e interaccion mediante el contacto diario con ninos con desarrollo normal, lo que les permite adquirir habilidades de interaccion social.

Skills and social interaction of children with Down's syndrome in regular education

This study identifies the process of social interaction of children with Down’s syndrome (DS) in the regular educational system of a city in the interior of Sao Paulo, Brazil. Six children aged from three to six years old participated in the study. Each child was videotaped in four situations of social interaction in two distinct environments (indoors and outdoors), which enabled the analysis of interpersonal and self-expression skills through the observation of 15 types of behaviors. The results reveal that the behavior type “Interacts with another child”, within the category “interpersonal skills”, was the most frequent both indoors and outdoors with an average of 27.5 and 28.3, respectively. With regard to “self expression skills”, only the behavior “Smiles” had a considerable number of occurrences indoors with an average of 8.16, while the behaviors “Smiles” and “Imitates other children” presented significant occurrence outdoors with averages of 5.16 and 3, respectively. The conclusion is that including children with DS in the regular educational system promotes new forms of learning and interaction for them through daily contact with children with typical development, enabling them to acquire social interaction skills.