Patricia Lima Dubeux Abensur

A teaching strategy for education in health in Brazil: dialogic problematizing inquiry

Centro de Desenvolvimento do Ensino Superior em Saude (Cedess), Universidade Federal do Estado de Sao Paulo (Cedess/Unifesp). Sao Paulo, SP, Brasil. patricia.abensur@unifesp.br; lidia.ruiz@unifesp.br This paper presents a teaching strategy for education of health professionals called “Dialogic Problematizing Inquiry” (DPI), which was evaluated in the course “Teaching Methodology in Health Education”, promoted by the Development of Higher Education in Health Center, at Federal University of Sao Paulo. It was designed in the framework of a bilateral project between Brazil and Argentina, and was developed in presencial and virtual format. The implementation of DPI generated a communication dynamic that was coherent with a constructivist perspective and enabled a change in teacher and students communication manners, which were guided by close-to-student-problematizing situations. The implementation of this teaching innovation was consistent with the curriculum changes stemming from current health policies in Brazil. Keywords: Problematization. Higher education. Communication. Health education. Teaching.El trabajo presenta una propuesta didactica para la formacion docente de profesionales del area de la salud denominada “Indagacion Dialogica Problematizadora” (IDP) y probada en el espacio curricular “Formacion didactico-pedagogica en salud” del Centro de Desarrollo de la Ensenanza Superior en Salud (CEDESS), Universidad Federal de San Pablo. La misma se diseno en el marco de un proyecto binacional entre Brasil y Argentina, y se desarrollo en formato presencial y virtual. La implementacion de IDP permitio generar una dinamica comunicacional coherente con el posicionamiento constructivista y posibilitar un cambio en las formas comunicativas del docente y de los alumnos, guiadas desde la problematizacion de situaciones cercanas a las experiencias de los mismos. La implementacion de esta innovacion educativa fue coherente con los cambios curriculares derivados de las actuales politicas de salud para Brasil.

Una estrategia didáctica para la formación de educadores de salud en Brasil: la indagación dialógica problematizadora

Centro de Desenvolvimento do Ensino Superior em Saude (Cedess), Universidade Federal do Estado de Sao Paulo (Cedess/Unifesp). Sao Paulo, SP, Brasil. patricia.abensur@unifesp.br; lidia.ruiz@unifesp.br This paper presents a teaching strategy for education of health professionals called “Dialogic Problematizing Inquiry” (DPI), which was evaluated in the course “Teaching Methodology in Health Education”, promoted by the Development of Higher Education in Health Center, at Federal University of Sao Paulo. It was designed in the framework of a bilateral project between Brazil and Argentina, and was developed in presencial and virtual format. The implementation of DPI generated a communication dynamic that was coherent with a constructivist perspective and enabled a change in teacher and students communication manners, which were guided by close-to-student-problematizing situations. The implementation of this teaching innovation was consistent with the curriculum changes stemming from current health policies in Brazil. Keywords: Problematization. Higher education. Communication. Health education. Teaching.El trabajo presenta una propuesta didactica para la formacion docente de profesionales del area de la salud denominada “Indagacion Dialogica Problematizadora” (IDP) y probada en el espacio curricular “Formacion didactico-pedagogica en salud” del Centro de Desarrollo de la Ensenanza Superior en Salud (CEDESS), Universidad Federal de San Pablo. La misma se diseno en el marco de un proyecto binacional entre Brasil y Argentina, y se desarrollo en formato presencial y virtual. La implementacion de IDP permitio generar una dinamica comunicacional coherente con el posicionamiento constructivista y posibilitar un cambio en las formas comunicativas del docente y de los alumnos, guiadas desde la problematizacion de situaciones cercanas a las experiencias de los mismos. La implementacion de esta innovacion educativa fue coherente con los cambios curriculares derivados de las actuales politicas de salud para Brasil.

Uma estratégia didática para a formação de educadores em saúde no Brasil: a indagação dialógica problematizadora

Centro de Desenvolvimento do Ensino Superior em Saude (Cedess), Universidade Federal do Estado de Sao Paulo (Cedess/Unifesp). Sao Paulo, SP, Brasil. patricia.abensur@unifesp.br; lidia.ruiz@unifesp.br This paper presents a teaching strategy for education of health professionals called “Dialogic Problematizing Inquiry” (DPI), which was evaluated in the course “Teaching Methodology in Health Education”, promoted by the Development of Higher Education in Health Center, at Federal University of Sao Paulo. It was designed in the framework of a bilateral project between Brazil and Argentina, and was developed in presencial and virtual format. The implementation of DPI generated a communication dynamic that was coherent with a constructivist perspective and enabled a change in teacher and students communication manners, which were guided by close-to-student-problematizing situations. The implementation of this teaching innovation was consistent with the curriculum changes stemming from current health policies in Brazil. Keywords: Problematization. Higher education. Communication. Health education. Teaching.El trabajo presenta una propuesta didactica para la formacion docente de profesionales del area de la salud denominada “Indagacion Dialogica Problematizadora” (IDP) y probada en el espacio curricular “Formacion didactico-pedagogica en salud” del Centro de Desarrollo de la Ensenanza Superior en Salud (CEDESS), Universidad Federal de San Pablo. La misma se diseno en el marco de un proyecto binacional entre Brasil y Argentina, y se desarrollo en formato presencial y virtual. La implementacion de IDP permitio generar una dinamica comunicacional coherente con el posicionamiento constructivista y posibilitar un cambio en las formas comunicativas del docente y de los alumnos, guiadas desde la problematizacion de situaciones cercanas a las experiencias de los mismos. La implementacion de esta innovacion educativa fue coherente con los cambios curriculares derivados de las actuales politicas de salud para Brasil.

CURRÍCULO: O JEITO FREIREANO DE FAZER

The present article comprises the theoretical framework of a Masters thesis (ABENSUR, 2009) that aimed to describe and analyze the everyday life of a school focusing on the processes related to the organization of the school curriculum. This study is part of a national research that is being carried out under the auspices of Paulo Freire Chair at PUC-SP and supervised by Professor Ana Maria Saul. The objective is to analyze the contribution and the influence of Paulo Freire’s theory on the Brazilian Public Education System from the nineties until now. Paulo Freire is acknowledged in the educational field not for having conceived a teaching method, but for having conceived a Pedagogy that is committed to the humanization and freedom of the human being in the struggle for the construction of a fairer and more solidary world. It is in this perspective of the repercussion of the freirean thought to the educational work that the curiosity of knowing how Paulo Freire’s proposal could contribute to the democratic management in school rose. In the text, some categories that comprise the Freirean Educational Paradigm are highlighted, regarding the organization of the curriculum, and, then, the implementation of this new educational paradigm in curricular reorientation during the management of the educator Paulo Freire as Secretary of Education of Sao Paulo City, between 1989 and 1991. Keywords : Freirean pedagogy; Curriculum; Paulo Freire Chair.