scholarly journals Representações sociais da aprendizagem autodirigida entre médicos da atenção primária à saúde

2021 ◽  
Vol 45 (3) ◽  
Author(s):  
Gustavo Valadares Labanca Reis ◽  
Jucimere Fagundes Durães Rocha ◽  
Leonardo Cançado Monteiro Savassi ◽  
Cristina Andrade Sampaio ◽  
Antônio Prates Caldeira
Keyword(s):  
Social Representations ◽  
Medical Professional ◽  
Social Representation ◽  
Structured Interviews ◽  
Self Directed Learning ◽  
The Core ◽  
Core Theory ◽  
The Social ◽  
Four Quadrant ◽  
Self Learning

Abstract: Introduction: In a scenario of a great information availability, the production of scientific knowledge in medicine has been increasingly accelerated. The way the medical professional perceives and directs their acquisition of knowledge still lacks national studies, particularly in times of easily accessible internet. Objective: To analyze the social representations of physicians working in Primary Health Care (PHC) teams about self-directed learning. Method: This is a qualitative-quantitative study based on Moscovici’s Social Representations Theory, with a structural approach to Abric’s Central Core Theory, conducted in three municipalities of the state of Minas Gerais, Brazil. Semi-structured interviews were conducted on the subject, which were recorded and transcribed. The freely evoked words that emerged from the inducing term “medical self-learning” were analyzed with the aid of EVOC® software through the four-quadrant chart and CHIC® software analyzed the similarity. Content analysis was performed for the participants’ speeches. Results: Fifty interviews were carried out and the freely evoked words that possibly constitute the core of the representations were “knowledge”, “dedication”, “study”, “reading”, “need”, contrasting “research” and “book”. Conclusion: The results showed that the learners’ characteristics, practice as a learning locus as opposed to theory, associated with the time barrier, define the core content of the social representation of the participating physicians. In this assessed context, PHC reinforces its importance as a scenario for medical self-learning.

scholarly journals Self-directed learning among primary health care doctors: an analysis in light of the theory of social representations

2021 ◽  
Vol 45 (3) ◽  
Author(s):  
Gustavo Valadares Labanca Reis ◽  
Jucimere Fagundes Durães Rocha ◽  
Leonardo Cançado Monteiro Savassi ◽  
Cristina Andrade Sampaio ◽  
Antônio Prates Caldeira
Keyword(s):  
Health Care ◽  
Primary Health Care ◽  
Social Representations ◽  
Social Representation ◽  
Self Directed Learning ◽  
The Core ◽  
Primary Health ◽  
The Social ◽  
Directed Learning ◽  
Self Learning

Abstract: Introduction: In a scenario of a great information availability, the production of scientific knowledge in medicine has been increasingly accelerated. The way the medical professional perceives and directs their acquisition of knowledge still lacks national studies, particularly in times of easily accessible internet. Objective: To analyze the social representations of physicians working in Primary Health Care (PHC) teams about self-directed learning. Method: This is a qualitative-quantitative study based on Moscovici’s Social Representations Theory, with a structural approach to Abric’s Central Core Theory, conducted in three municipalities of the state of Minas Gerais, Brazil. Semi-structured interviews were conducted on the subject, which were recorded and transcribed. The freely evoked words that emerged from the inducing term “medical self-learning” were analyzed with the aid of EVOC® software through the four-quadrant chart and CHIC® software analyzed the similarity. Content analysis was performed for the participants’ speeches. Results: Fifty interviews were carried out and the freely evoked words that possibly constitute the core of the representations were “knowledge”, “dedication”, “study”, “reading”, “need”, contrasting “research” and “book”. Conclusion: The results showed that the learners’ characteristics, practice as a learning locus as opposed to theory, associated with the time barrier, define the core content of the social representation of the participating physicians. In this assessed context, PHC reinforces its importance as a scenario for medical self-learning.

scholarly journals Representações sociais da enfermagem elaboradas por profissionais de saúde não enfermeiros

2016 ◽  
Vol 15 (2) ◽  
Author(s):  
Érick Igor dos Santos ◽  
Yasmin Rayanne Alves ◽  
Antonio Marcos Tosoli Gomes ◽  
Aline Cerqueira Santos Santana da Silva ◽  
Diego Bonfante Mota ◽  
...  
Keyword(s):  
Health Professionals ◽  
Social Representations ◽  
Qualitative Approach ◽  
Social Representation ◽  
Exploratory Research ◽  
The Core ◽  
The Social ◽  
Social Representation Theory ◽  
Nursing Health ◽  
Nursing Professional

Aims:  To  analyze  the  social  representations  of  nursing  by  non-nursing health professionals. Method: This is a descriptive, exploratory research, with a qualitative  approach,  using    Social  Representation  Theory  as  a  structural  approach.  A total of 53 non-nursing health professionals participated in this research. The technique used to collect the data was based on free and hierarchical opinions, using the inductor terminology “nursing”. D ata analysis was treated through the software E VOC  2005. Results:  The  following  are  among  the  core  terms  used  to  socially  represent  nursing: care,  team,  responsibility  and  work.  Discussion:  It  was to  form  a  balance  between the functional,  normative,  and  perceived  image  of  the  representation,  which  includes cognitive  and  evaluative  elements.  There  is  a  positive  view  towards  the  study  object. Conclusion:  This  representation has  been  carefully  presented  as  professionals  relate to concrete  and  tangible  formats  to  express  the  nursing  professional,  and  then  they  are able to reconstruct the object nursing.

The role of self-esteem in the dynamics of social representations of higher education: An experimental approach

2002 ◽  
Vol 61 (3) ◽  
pp. 177-188 ◽  
Author(s):  
Eric Tafani ◽  
Sébastien Bellon ◽  
Pascal Moliner
Keyword(s):  
Higher Education ◽  
Social Representations ◽  
Self Esteem ◽  
Social Representation ◽  
Core Theory ◽  
The Social ◽  
Group Differentiation ◽  
Post Test ◽  
Recent Developments

One hundred and fifty lower-sixth pupils were asked to complete a school self-esteem scale (pre-test). They then responded to a logico-mathematical test which was presented as a means to evaluate their relative chances of succeeding in higher education. Participants were randomly given either positive or negative feed-back about their chances of success before they completed the school self-esteem scale a second time (post-test) and also a test for the centrality of 12 beliefs associated with the social representation of higher education. Results indicate that induction of low self-esteem reduces the importance accorded to higher education whereas induction of high self-esteem results in valuing the efforts that higher education requires. Additionally, it appears that both these dynamics are mediated by an intra-group differentiation process in which salience depends on the level of self-esteem induced. These results are analysed with regard to recent developments in central core theory ( Abric & Tafani, 1995 ) that distinguish two levels of analysis of the dynamics of social representation: (a) a structural and qualitative opposition between central versus peripheral beliefs and (b) a quantitative hierarchy of the relative weights of different central beliefs in the organization of the representational field. Implications for the study of social representation dynamics are discussed with respect to the model of covariation between intra- and inter-group differentiation processes ( Deschamps, 1982a ).

scholarly journals Representações Sociais dos estudantes de Administração sobre o ensino universitário: estudo em uma universidade pública de Paranavaí

Revista Foco ◽  
2018 ◽  
Vol 11 (1) ◽  
pp. 164
Author(s):  
Waldir Colli ◽  
Priscilla Borgonhoni Chagas
Keyword(s):  
Common Sense ◽  
Career Advancement ◽  
Social Representations ◽  
Practical Aspect ◽  
Social Representation ◽  
Structured Interviews ◽  
The Social ◽  
Key Concepts ◽  
Social Representation Theory ◽  
Management Students

O objetivo deste artigo é compreender as representações sociais dos estudantes universitários do primeiro e do último ano de Administração sobre o Ensino Superior, em uma Universidade Estadual em Paranavaí, no Estado do Paraná. O estudo fundamentou-se na Teoria das Representações Sociais e apresentou os seus principais conceitos e como são construídas as representações com base no senso comum. A pesquisa é caracterizada como qualitativa e utilizou como instrumento de coleta de dados a entrevista semiestruturada, realizada com quatorze acadêmicos e analisadas por meio da análise de conteúdo. Os principais resultados da pesquisa indicam que o curso de Administração é visto pelos acadêmicos como uma forma de oportunidade no mercado de trabalho e ascensão profissional. Entretanto, aponta também para um mercado competitivo, o qual exige que haja qualificação profissional de forma continuada. O estudo aponta que há demandas que são parcialmente atendidas na formação dos administradores, sobretudo no que diz respeito ao aspecto prático da profissão, refletindo em uma visão limitada dos acadêmicos em relação às funções e possibilidades de atuação de um administrador na atualidade. The aim of this paper is to understand the social representations of undergraduate Management students about higher education in an university, in Paranavaí. The study was based on the Social Representation Theory and presented its key concepts and how representations based on common sense are built. The research is characterized as qualitative and semi-structured interviews were conducted on fourteen students and analyzed using content analysis. The main results of the research indicate that the course is seen by management students as a way of opportunity in the labor market and career advancement. However, it also points to a competitive market, which requires that there be professional skills continuously. The study points out that there are demands which are partially assisted in the formation of managers, especially with regard to the practical aspect of the profession, resulting in a limited view of academics in relation to functions and administrator possibilities of action today.

scholarly journals Quantitative and qualitative centrality of a social representation's core elements: The use of the Basic Cognitive Schemes model

2020 ◽  
Vol 8 (1) ◽  
pp. 351-367
Author(s):  
Mioara Cristea ◽  
Jose Francisco Valencia ◽  
Mihai Curelaru
Keyword(s):  
European Integration ◽  
Internal Structure ◽  
Social Representations ◽  
Social Representation ◽  
Bcs Model ◽  
Core Theory ◽  
The Social ◽  
Central Elements ◽  
Core Elements ◽  
Practical Implications

The general aim of this research was to investigate the use of the Basic Cognitive Schemes (BCS) model in examining the qualitative vs. quantitative centrality of a social representation’s (SR) core elements. Firstly, we examined the internal structure of the social representation of the European integration (Study 1, N = 71) according to Central Core Theory of the structural approach of social representations. Secondly, we investigated the qualitative vs. quantitative centrality of its core elements (Study 2, N = 106) using the BCS model. The study included young people from Eastern Romania enrolled in a Psychology undergraduate degree. The results permitted the identification of the elements defining the internal structure of the SR of the European integration among young Romanians. We identified five central elements with prescriptive functions (i.e., mobility, unity, opportunity, European funds, and civilization). Furthermore, after checking their qualitative and quantitative centrality using the BCS model, only three of them were confirmed as both qualitatively and quantitatively central. Thus, the results also underlined the importance of the BSC model in better understanding the relationships between the SR’s internal elements. Theoretical and practical implications of the results are discussed.

scholarly journals A pesquisa de representação social na área de ensino-aprendizagem: elementos do estado da arte

2019 ◽  
Vol 79 (193) ◽  
Author(s):  
Mary Rangel
Keyword(s):  
Social Psychology ◽  
Social Representations ◽  
Social Representation ◽  
The Core ◽  
The Social ◽  
Social Representation Theory ◽  
Final Segment ◽  
Research In Education ◽  
Teaching Learning ◽  
State Of Art

A pesquisa de pósdoutorado, Teoria de representação social: o quadro teórico da Psicologia Social e aplicações atuais à pesquisa na educação (Rangel, 1997), teve como um dos seus objetivos a análise de dissertações e teses contemporâneas (anos 90) que aplicaram a teoria, trazendo contribuições particularmente à área de ensino-aprendizagem. Este estudo, então, possibilitou - nos limites das pesquisas alcançadas - identificar elementos do estado da arte, sem perder de vista a crítica à Teoria de Representação Social (TRS), com particular consideração a Spink (1996). Ainda, tratando-se da TRS, procurou-se observar, pela sua importância na estrutura das representações, componentes do núcleo central da sua aplicação nas pesquisas. No segmento conclusivo, apresentam-se sugestões ao avanço e refinamento da construção teórica. Palavras-Chave: representação social; pesquisa; ensinoaprendizagem; estado da arte. Abstract The research of pos-doctorate, Theory of the Social Representation: the theoretical table of the Social Psychology and its applications of the present time to the research in Education (Rangel, 1997), had as one of the aims the analysis of dissertations and the contemporary theses (90) that applied the theory, bringing contributions, especially in teaching-apprenticeship. In this study could be identified (in the limits of the research) the elements of the state of art – with critical to the social representations theory (SRT), considering Spink (1996). About the Social Representation Theory, some components of the core of its application in research were observed by the importance in the structure of the representations. In the final segment, suggestions are presented to the advancement and refinement of the theorical construction. Keywords: social representations; research; teaching-learning; state of art.

scholarly journals Representações sociais de mulheres transexuais sobre o hiv/aids

2018 ◽  
Vol 12 (3) ◽  
pp. 805
Author(s):  
Paula Daniella de Abreu ◽  
Ednaldo Cavalcante De Araújo ◽  
Eliane Maria Ribeiro De Vasconcelos
Keyword(s):  
Social Representations ◽  
Social Representation ◽  
Structured Interviews ◽  
Preventive Behaviors ◽  
Transgender Persons ◽  
The Social ◽  
Reference Hospital ◽  
Las Mujeres ◽  
Immunodeficiency Syndrome ◽  
Hiv Aids

RESUMOObjetivo: identificar as representações sociais de mulheres transexuais jovens, acometidas por HIV/aids, na construção das condutas preventivas. Método: estudo qualitativo, descritivo, exploratório. A população será composta por mulheres transexuais. O cenário do estudo será um hospital de referência para pessoas com HIV/Aids, localizado na cidade do Recife (PE), Brasil. Para a produção dos dados serão realizadas entrevistas semiestruturadas, que serão analisadas com o auxílio do software Iramuteq. Resultados esperados: as mulheres transexuais vivenciam contexto de vulnerabilidade ao HIV/aids resultante da exclusão social, marginalização e estigma. Neste contexto a representação social está associada a ideia de morte desmerecedora, intenções e possibilidades subjacentes às condutas preventivas. Descritores: Teoria Social; Educação em Saúde; Pessoas Transgênero; HIV; Síndrome da Imunodeficiência Adquirida; Enfermagem.ABSTRACT Objective: to identify the social representations of transsexual women, young people affected by HIV/aids, in the construction of preventive behaviors. Method: a qualitative study, descriptive, exploratory. The population will consist of transsexual women. The scenario of the study will be a reference hospital for people with HIV/Aids, located in the city of Recife (PE), Brazil. For the production of data will be conducted semi-structured interviews, which will be analyzed with the aid of the software Iramuteq. Expected results: transsexual women experience context of vulnerability to HIV/AIDS resulting from social exclusion, marginalisation and stigma. In this context the social representation is associated with the idea of death without deserving, intentions and possibilities underlying the preventive behaviors. Descriptors: Social Theory; Transgender Persons; Health Education; HIV; Acquired Immunodeficiency Syndrome; Nursing.  RESUMEN Objetivo: identificar las representaciones sociales de las mujeres transexuales, jóvenes afectados por el VIH/SIDA, en la construcción de conductas preventivas. Método: un estudio cualitativo, descriptivo, exploratorio. La población estará compuesta de mujeres transexuales. El escenario del estudio será un hospital de referencia para las personas con VIH/SIDA, ubicado en la ciudad de Recife (PE), Brasil. Para la producción de los datos se realizaron entrevistas semi-estructuradas, que serán analizadas con la ayuda del software Iramuteq. Resultados esperados: la experiencia de las mujeres transexuales contexto de vulnerabilidad al VIH/sida resultante de la exclusión social, la marginación y la estigmatización. En este contexto la representación social está asociada con la idea de la muerte desmerecedora, intenciones y posibilidades subyacentes a los comportamientos preventivos. Descriptores: Teoría Social; Personas Transgénero; Educación en Salud; VIH; Síndrome de Inmunodeficiencia Adquirida; Enfermería.

scholarly journals Social aspects of resources management through process of understanding the social representations

2021 ◽  
Vol 244 ◽  
pp. 11035
Author(s):  
Yana Vinogradova ◽  
Svetlana Gurieva ◽  
Ludmila Pochebut ◽  
Vera Chiker
Keyword(s):  
Social Representations ◽  
Deep Understanding ◽  
Social Situation ◽  
Social Representation ◽  
Sentence Completion ◽  
Social Perceptions ◽  
Structured Interviews ◽  
Resources Management ◽  
The Social ◽  
Completion Test

The main use of our study is to highlight the concept of resource management through process of deep understanding the social representations in our society in different situation. The study traced the main differences in the concept and social representation of the phenomenon of betrayal in two age samples. Methodology: Projective methods are the main: semi-structured interviews, modification of the Sentence Completion Test. To obtain information on the actual attitude to the phenomenon we conduct the survey. The texts processed content analysis method. Selected differences in social perceptions in the studied groups of different ages reflect the boundaries of the concept. The analysis of structural components shows the dynamics of social representations. Emotional and rational styles of behaviour in a social situation, typical for a middle-age group, have been singled out. Behavioural styles differ in average values of “possibility of betray”. Applications of this study: the results of the research are applicable both in training courses on the psychology of communication and in educational programs on forming a metacognitive assessment of the social situation. The show features of the actual attitude toward to social representations and possibility to analyse the main aspects of resources management.

scholarly journals Αναπαραστάσεις της ψυχικής ασθένειας στον αγροτικό χώρο

2013 ◽  
Author(s):  
Σταυρούλα Παρασκευοπούλου
Keyword(s):  
Mental Illness ◽  
General Population ◽  
Social Representations ◽  
Social Representation ◽  
Central Core ◽  
Second Phase ◽  
Specific Situation ◽  
Difficult Situation ◽  
The Core ◽  
The Social

This research study is a part of research field of social psychology. This research aims in theinvestigation of social representations of the general population for mental illness.Accordance with the theoretical framework, any social representation is created anddetermined through two complementary processes: objectification and anchoring. Theobjectification is a descriptive process that gives material substance to the ideas. Theanchoring is an interpretive process, in which social subjects incorporate an unknown objectin a familiar network of meanings for understanding and explanation. Regarding thestructure of social representations, some elements form the central core and determine,organize and stabilize the social representation. The core contains a small number ofelements around which peripheral elements are organized and fully dependent on the core.Their role is very important because it lies between the core and the specific situation inwhich is formed and operates the social representation and may contain many individualdifferences always compatible with the central core. The core ensures stability andconsistency of social representation, while the peripheral system tolerates heterogeneity.Regarding the research design followed a combined methodological approach involvingsemistructured research interview, survey questionnaire and method of free associations.Research conducted in the general population of rural areas of Messinia. The first phase ofresearch involves conducting interviews and the second phase of the survey questionnaires.Also presented in detail in the questionnaire and manufacturing process. For purelypractical reasons, the method of free association incorporated in a questionnaire.Regarding the findings of investigation, the social representation of mental illness objectifiedin a form of a continuum, one edge of which are the milder forms of mental illness in earlystages and usually take the form of depression. At the other end of this continuum areserious cases of mental illness, who have no contact with reality, such as schizophrenia,which coincides with the concept of madness. To these more serious cases, people withmental illness behave completely irrationally and can be dangerous without case, becausetheir mind doesn’t function properly. If cases of mental illness are in the early stages are notmade on time and left untreated, can damage a brain to deteriorate so much that evenreach the stage of schizophrenia. Also anchoring the mental illness as an illness of the mind,symptoms of which are the various dysfunctional behaviors, depending on the stage and theparticularities of each case. Mental illness also anchoring as a difficult and mentallyexhausting illness for the patient and his family, because it creates extremely difficult situation. Mental illness is very difficult to treat, even at an early stage. The most seriouscases as schizophrenia are not considered curable. In most cases of schizophrenia psychiatrichospitalization is required, either because the mental patient is extremely dangerous tohimself or others, either because the situation is so serious that it cannot be treated in thecommunity.

scholarly journals Representações Sociais e Identidade Docente: um estudo com professores-alunos do PROFEBPAR/UFMA

2018 ◽  
Vol 11 (2) ◽  
pp. 172
Author(s):  
Suely Sousa Lima da Silva ◽  
Maria Núbia Barbosa Bonfim
Keyword(s):  
Social Representations ◽  
Social Representation ◽  
Student Identity ◽  
Structured Interviews ◽  
Teaching Identity ◽  
Teacher Student ◽  
The Social ◽  
Thematic Units ◽  
Social Representation Theory ◽  
Object Of Study

Este trabalho tem por objetivo analisar as contribuições do curso de Pedagogia do PROFEBPAR/UFMA de Vargem Grande – MA na construção da identidade de professores-alunos à luz da Teoria das Representações Sociais – TRS. Fundamenta-se no referencial teórico das representações sociais, por favorecer a compreensão do objeto na sua integralidade. A discussão aqui realizada é de abordagem qualitativa e os sujeitos da pesquisa são 20 (vinte) professores-alunos do curso de Pedagogia do PROFEBPAR/UFMA de Vargem Grande - MA. A partir da Técnica “Quem Sou eu? aplicada percebe-se que as respostas predominantes indicam que a maioria dos participantes da pesquisa se considera professor, alegre e amigo do que se infere que o curso de Pedagogia contribuído positivamente para que os sujeitos incorporem a docência em sua formação acadêmica. A análise de conteúdo adotada permitiu a sistematização dos dados coletados por meio de questionário de perfil, entrevistas semiestruturadas e a compreensão do objeto de estudo. Foi possível, assim, elencar duas Unidades Temáticas para a pesquisa: Sou professor e o PROFEBPAR/ UFMA em tudo isto. Assim, o estudo sugere ampliar o debate sobre a construção da identidade dos professores-alunos em cursos de graduação.Palavras-chave: Identidade docente. Representações Sociais. ROFEBPAR/UFMA. Social Representations and Teaching Identity: a study with teachers-students of PROFEBPAR / UFMAABSTRACTThis paper aims to analyze the contributions of the PROFEBPAR / UFMA Pedagogy course of Vargem Grande - MA in the construction of teacher - student identity in light of the Social Representation Theory - TRS. It is based on the theoretical reference of social representations, because it favors the comprehension of the object in its integrality. The discussion here is from a qualitative approach and the subjects of the research are 20 (twenty) professors-students of the Pedagogy course of PROFEBPAR / UFMA of Vargem Grande - MA. From the Technique “Who Am I? applied it is noticed that the predominant answers indicate that the majority of the participants of the research consider teacher, cheerful and friend. It is inferred that the course of Pedagogy contributed positively so that the subjects incorporate the teaching in its academic formation.The content analysis allowed the systematization of the data collected through a profi le questionnaire, semi-structured interviews and the understanding of the object of study. It was possible, therefore, to list two Thematic Units for the research: I am a teacher and PROFEBPAR / UFMA in all this. Thus, the study suggests expanding the debate about the construction of the identity of teachers-students in undergraduate courses.Keywords: Teaching identity. Social Representations. PROFEBPAR / UFMA. Representaciones Sociales e Identidad Docente: un estudio con profesores-alumnos del PROFEBPAR / UFMARESUMENEste trabajo tiene por objetivo analizar las contribuciones del curso de Pedagogía del PROFEBPAR / UFMA de Vargem Grande - MA en la construcción de la identidad de profesores-alumnos a la luz de la Teoría de las Representaciones Sociales - TRS. Se fundamenta en el referencial teórico de las representaciones sociales, por favorecer la comprensión del objeto en su integralidad. La discusión aquí realizada es de abordaje cualitativo y los sujetos de la investigación son 20 (veinte) profesores- alumnos del curso de Pedagogía del PROFEBPAR / UFMA de Vargem Grande - MA. A partir de la técnica “¿Quién soy yo? se observa que las respuestas predominantes indican que la mayoría de los participantes de la investigación se considera profesor, alegre y amigo de lo que se infi ere que el curso de Pedagogía contribuido positivamente para que los sujetos incorporen la docencia en su formación académica. El análisis de contenido adoptado permitió la sistematización de los datos recolectados por medio de cuestionario de perfil, entrevistas semiestructuradas y la comprensión del objeto de estudio. Fue posible, así, enumerar dos Unidades Temáticas para la investigación: Soy profesor y el PROFEBPAR / UFMA en todo esto. Así, el estudio sugiere ampliar el debate sobre la construcción de la identidad de los profesores-alumnos en cursos de graduación.Palabras clave: Identidad docente. Representaciones Sociales. PROFEBPAR / UFMA.

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