scholarly journals A ARTE COMO MEIO DE HUMANIZAÇÃO E DE TRANSFORMAÇÃO DE SUJEITOS CONSCIENTES DE SUA PRÓPRIA REALIDADE

2020 ◽  
pp. 66-79
Author(s):  
Jullie Selau Koppe ◽  
Joel Cezar Bonin
Keyword(s):  
Art Teachers ◽  
School Management ◽  
Educational Process ◽  
The Arts ◽  
The Subject ◽  
Historia De Vida ◽  
Teaching Learning ◽  
The Relationship ◽  
Education Transformation ◽  
A Current

Este artigo pretende trazer uma reflexão no que diz respeito ao desenvolvimento da Arte bem como sua importância na Educação e na necessidade de um olhar humanizado no desenvolvimento de políticas públicas que tragam acesso aos sujeitos se fazerem presentes e participantes de uma Gestão escolar no qual estão inseridos, capazes de tornarem-se conscientes e transformadores e pertencentes desse meio. Faz uso da metodologia pesquisa-ação, uma vez que pretende-se que os sujeitos envolvam-se de modo participativo e cooperativo, numa pesquisa de abordagem qualitativa onde considera-se a relação entre o mundo e o sujeito, necessitando ser descritiva, pois pretende-se analisar os dados indutivamente. Ao abordar o tema, percebemos que é necessário abrir um campo de reflexão sobre a importância da Arte, isto significa que é preciso torná-la acessível a todos os sujeitos. Ao mesmo tempo, a Arte se mostra um caminho possível de modificação e transformação da própria história de vida das pessoas como mecanismo de superação e transformação da própria realidade. Diante disso cabe aos professores de Arte, bem como profissionais que administram e que fazem parte de uma Gestão Escolar atual,  proporcionar o acesso à transformação pessoal e coletiva, pois assim o processo de humanização é recíproco e o trabalho das Artes extrapola o mero ensino/aprendizagem e se torna um meio de mudança e melhoramento de toda vida social, escolar e pessoal, pois crê-se que real mudança acontece na medida em que todos os envolvidos no processo educacional se tornam sujeitos responsáveis e conscientes de transformação do seu meio. Palavras-chave: Arte. Pertencimento. Educação. Transformação.   ABSTRACT: This article intends to bring a reflection with regard to the development of Art as well as its importance in Education and the need for a humanized look in the development of public policies that bring access to the subjects to be present and participants in a School Management in which they are inserted, capable of becoming aware and transforming and belonging to this environment.  The article makes use of the action research methodology since it is intended that the subjects are involved in a participatory and cooperative way, in qualitative research where the relationship between the world and the subject is considered, needing to be descriptive, as it intends to analyze the data inductively.  When approaching the theme, we realize that it is necessary to open a field of reflection on the importance of Art, this means that it is necessary to make it accessible to all subjects.  At the same time, Art shows itself as a possible way of modifying and transforming people's own life history as a mechanism for overcoming and transforming their own reality.  With that, it is up to Art teachers, as well as professionals who administer and who are part of a current School Management, to provide access to personal and collective transformation, as this way the humanization process is reciprocal and the work of the Arts goes beyond mere teaching/learning and becomes a means of change and improvement of all social, school and personal life, as it is believed that real change happens to the extent that everyone involved in the educational process becomes responsible and aware of the transformation of their environment. Keywords: Art. Belonging. Education. Transformation.

Physicianship and the Rebirth of Medical Education

2018 ◽  
Author(s):  
J. Donald Boudreau ◽  
Eric Cassell ◽  
Abraham Fuks
Keyword(s):  
Medical Education ◽  
Educational Process ◽  
Medical Attention ◽  
Patient Centeredness ◽  
Goals Of Medicine ◽  
The Subject ◽  
Definition Of ◽  
And Function ◽  
William Osler ◽  
The Relationship

This book reimagines medical education and reconstructs its design. It originates from a reappraisal of the goals of medicine and the nature of the relationship between doctor and patient. The educational blueprint outlined is called the “Physicianship Curriculum” and rests on two linchpins. First is a new definition of sickness: Patients know themselves to be ill when they cannot pursue their purposes and goals in life because of impairments in functioning. This perspective represents a bulwark against medical attention shifting from patients to diseases. The curriculum teaches about patients as functional persons, from their anatomy to their social selves, starting in the first days of the educational program and continuing throughout. Their teaching also rests on the rock-solid grounding of medicine in the sciences and scientific understandings of disease and function. The illness definition and knowledge base together create a foundation for authentic patient-centeredness. Second, the training of physicians depends on and culminates in development of a unique professional identity. This is grounded in the historical evolution of the profession, reaching back to Hippocrates. It leads to reformulation of the educational process as clinical apprenticeships and moral mentorships. “Rebirth” in the title suggests that critical ingredients of medical education have previously been articulated. The book argues that the apprenticeship model, as experienced, enriched, taught, and exemplified by William Osler, constitutes a time-honored foundation. Osler’s “natural method of teaching the subject of medicine” is a precursor to the Physicianship Curriculum.

scholarly journals Using volume of concept in the class environment

2018 ◽  
Vol 8 (4) ◽  
pp. 205
Author(s):  
Salih Gülen
Keyword(s):  
Mixed Method ◽  
Small Proportion ◽  
Structured Interview ◽  
Educational Process ◽  
Quantitative Aspect ◽  
Qualitative Aspect ◽  
Face To Face ◽  
Class Environment ◽  
The Subject ◽  
The Relationship

One of the tools that indicate the relationship between concepts is the volume of concept. Volume of concept is displayed that the relations between the concepts of the subject are exhibited in a meaningful harmonious and circular manner in a certain order. The purpose of this research; to be able to determine the usefulness volume of concept, from association tools of concept, in educational process. A mixed method was used in this study. Frequency and percentage values were calculated using comparative samples in the quantitative aspect of the study. In the qualitative aspect of work was used structured interview form, face to face interviews which were identified to code-categories and analyzed the data. As a result of the work, students had difficulty in drawing the volume of concept but they had expressed that the volume of concept was clearer. Moreover, it was determined that the rate of preference volume of concept during the exam was low. It can be said that use of the ready-made form of the volume of concept was increases although a small proportion of students prefer concept volume when presented in the same way with another tools. Various suggestions have been made as a result of the research.

Medical Humanities

2011 ◽  
pp. 210-227 ◽  
Author(s):  
P. Ravi Shankar
Keyword(s):  
Medical Ethics ◽  
Medical Humanities ◽  
Medical Schools ◽  
Developing Nations ◽  
The Arts ◽  
Ethics Teaching ◽  
The Subject ◽  
Definition Of ◽  
Developed Nations ◽  
The Relationship

Medical Humanities (MH) provide a contrasting perspective of the arts to the ‘science’ of medicine. A definition of MH agreed upon by all workers is lacking. There are a number of advantages of teaching MH to medical students. MH programs are common in medical schools in developed nations. In developing nations these are not common and in the chapter the author describes programs in Brazil, Turkey, Argentina and Nepal. The relationship between medical ethics and MH is the subject of debate. Medical ethics teaching appears to be commoner compared to MH in medical schools. MH programs are not common in Asia and there are many challenges to MH teaching. Patient and illness narratives are become commoner in medical education. The author has conducted MH programs in two Nepalese medical schools and shares his experiences.

scholarly journals El arte de la educación en México

2019 ◽  
pp. 45-52
Author(s):  
José De La Cruz Diaz-Ledezma
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
Critical Analysis ◽  
Basic Education ◽  
The State ◽  
Educational Process ◽  
Educational Levels ◽  
The Subject ◽  
The Relationship

This article presents a vision of the relationship that can be established between education and art in our country, starting from the analysis of the objectives of teacher education and the role it plays in the educational process, presents a critical analysis of the intentionality of Basic education and teacher training. It is an intentional study of the role of the teacher in a country where the role of the educating State takes on the functions of designing, orienting, organizing and directing, through the school the destinies of the new generations, forming them in an educational process according to the interests and needs of. Objective: to identify the influence that the State exerts through education, in active teachers, in the training of teachers and in students of the different educational levels of our country. Methodology: qualitative documentary research, where different moments of teacher training are analyzed in the light of theory, educational laws and others related to the subject. Contribution: originate discussion points around the educational process and the State's aims in educational matters, from the training of teachers and their performance in the classroom as an agent not of transformation, but as a reproductive agent of the wishes of the State.

scholarly journals Clinical communication in medical practice internship: articulating the skill to an integrated and competence-oriented curriculum

2021 ◽  
Vol 45 (3) ◽  
Author(s):  
Ana Glaucia Paulino Lima ◽  
Danielle Abdel Massih Pio ◽  
Ana Carolina Nonato ◽  
Mara Quaglio Chirelli ◽  
Roseli Vernasque Bettini
Keyword(s):  
Medical Students ◽  
Educational Process ◽  
Biomedical Knowledge ◽  
Clinical Communication ◽  
Student Work ◽  
Communication Practice ◽  
Extensive Training ◽  
Teachers And Students ◽  
The Subject ◽  
Teaching Learning

Abstract: Introduction: Clinical Communication is an instrument for interaction between professionals and between them and users, being extremely important to ensure integral care. The complexity of the users’ biopsychosocial demands must be understood and worked through skills developed beyond the technical and biomedical knowledge, including a more extensive training in relation to the human being. In the curriculum of a medical school institution in the interior of São Paulo, Clinical Communication is a skill expected of the student in all undergraduate scenarios. During medical internship, it is important that communication practice be developed in an integrated fashion, considering the biopsychosocial aspects of the subject under care; however, the literature demonstrates that this skill is superficially explored in training, causing difficulty for its effectiveness. Thus, it can be assumed that there are different understandings about the concept of Clinical Communication and its theoretical-practical articulation between teachers and students, being necessary to analyze this educational process during internship. Objective: Thus, the objective was to question how teachers and students from a medical course internship understand the teaching-learning aspects about Clinical Communication in an integrated and competence-based curriculum. Method: This was a qualitative study, which included eleven 5th-year medical students, twelve 6th-year medical students and nine internship teachers. The interviews were semi-directed and carried out based on an interview script, which were later transcribed and submitted to the analysis of content, thematic modality. Results: Three categories emerged from the concepts and characteristics of the topics “Clinical Communication” and “Curriculum”: 1) What involves clinical communication; 2) Development of clinical communication during the undergraduate course and 3) Proposals for the training of internship students and teachers. It was observed that the participants understood the concept of Clinical Communication and its importance for the students’ training, but also that it is difficult to develop this training due to the lack of knowledge about the curriculum, student work overload and teacher devaluation. Conclusion: The study considers the development of Clinical Communication skills of internship students and the possibilities for reflection on gaps mentioned by students and teachers.

scholarly journals GENDER SPECIFICITY OF SUBJECTIVITY MANIFESTATIONS IN SITUATIONS OF AUTONOMY AND NON-AUTONOMY

2021 ◽  
Vol 31 (4) ◽  
pp. 399-405
Author(s):  
A.V. Eremeeva
Keyword(s):  
Mental States ◽  
Educational Process ◽  
Effective Parameters ◽  
Main Hypothesis ◽  
Psychological Need ◽  
Advanced Students ◽  
The Subject ◽  
The University ◽  
The Relationship ◽  
Angular Transformation

The relevance of this article is due to the need to study the gender specifics of the relationship between the manifestations of subjectivity (mental states, procedural and effective parameters of the situation) with the basic psychological need for autonomy to apply the data obtained in the practice of psychological and pedagogical support of the educational process at the university. The goal of the empirical research was to determine the gender common and peculiar in the manifestations of subjectivity, depending on the degree of autonomy of the subject of activity. The main hypothesis was the assumption that there are differences in the manifestations of subjectivity in situations with different levels of autonomy among respondents of different genders. The sample consisted of 112 people (56 men and 56 women). The age of men was from 22 to 42 years (M=25, SD=3,5 years). The age of women was from 22 to 45 years (M=24, SD=2,8 years). The respondents - advanced students (n=112) in the form of a free essay described the situations of extrinsic and internal motivation when studying at the university and compared them with each other by any possible criteria. For data processing, the methods of content analysis, frequency analysis of text and the Fisher angular transformation criterion were used. Statistically significant differences in the emotional and intellectual-emotional manifestations of states in subjects of different sexes were revealed. In situations of autonomy, women more often experienced states of joy, interest and passion (p≤0,05), and men experienced pleasure (p≤0,01). The state of relief in situations of non-autonomy was more common for women than for men (p≤0,01). Differences in the frequency of mention of procedural and effective parameters of situations in respondents of different sexes were not found. The results of the study can be used in the development of programs for the adaptation of future specialists to changes in the labor market conditions.

scholarly journals Training Geography Educators

Geografie ◽  
2000 ◽  
Vol 105 (2) ◽  
pp. 177-189
Author(s):  
Alois Hynek
Keyword(s):  
International Communication ◽  
Educational Process ◽  
Geography Education ◽  
Current Debate ◽  
Physical Culture ◽  
Geography Teaching ◽  
National Debate ◽  
The Subject ◽  
Social Environmental ◽  
Teaching Learning

Czech didactics of geography (teaching/learning geography) has just started its fifth wave in training geography educators at eight university faculties. The current debate is on developing a curriculum emphasizing the position of geography education as the applied discipline of the science/art of geography. 'Challenge for 10 million' is a national debate on the Czech educational system organized by the governmental Dept. of Schools, Youth and Physical Culture, being very critical to teaching geography at primary and secondary schools. That is the reason for the strong re-assessment of social, environmental/ecological, economic, cultural and political relevance on the subject of geography in the educational process. This discourse is also intended for international communication starting in the educational commission of IGUIUGI.

scholarly journals Relación entre la percepción de validez de una rúbrica, el rendimiento académico y la autorregulación de estudiantes de ciencias del deporte

2021 ◽  
Author(s):  
Irene Jimenez-Perez ◽  
Lara Requena-Bueno ◽  
Marina Gil-Calvo ◽  
Pedro Pérez-Soriano ◽  
Jose Ignacio Priego-Quesada
Keyword(s):  
Academic Performance ◽  
Oral Presentation ◽  
Direct Relationship ◽  
Self Regulation ◽  
Future Studies ◽  
The Subject ◽  
Teaching Learning ◽  
Sports Sciences ◽  
Oral Presentations ◽  
The Relationship

The use of rubrics can be an especially useful tool to align the teaching, learning and evaluation processes of oral presentation. Its validity is essential to assess academic performance and may be influenced by student self-regulation. The objective of the study was to determine the perception of validity and utility of a rubric for students of the Physical Education and Sports Sciences degree, as well as to identify the relationship between this perception, their academic performance and their self-regulation. 123 students participated in the study. The teacher of the subject provided the rubric to evaluate oral presentations. After oral presentations, students answered two questionnaires: one about the perception of the validity of the rubric and the other about self-regulation. In addition, their academic performance was recorded. The students positively assessed the rubric’s validity as a method of preparing and evaluating the oral presentation. Self-regulation presented a clearer direct relationship with the perception of rubric’s validity than academic performance, however, this relationship was weak and needs to be verified in future studies.

scholarly journals Arte na Era do Antropoceno

2018 ◽  
Vol 4 (6) ◽  
pp. 142
Author(s):  
Regina Johas
Keyword(s):  
Cultural Practices ◽  
The Arts ◽  
Geological Age ◽  
The Subject ◽  
The Relationship

ResumoPartindo das questões tratadas no Projeto Rotas Esquecidas, o artigo trata a relação entre arte e natureza nesta nova era geológica, denominada Antropoceno. Determinado por destrutivas transformações ambientais, o Antropoceno figura no centro das discussões políticas e ecológicas que procuram entender como evitar ou como se adaptar aos seus impactos. Esta nova terminologia, assimilada em outras áreas do conhecimento, passou a fazer parte do discurso das humanidades e das artes, aparecendo em práticas culturais, na produção de artistas, em exposições e em publicações específicas sobre o assunto. Trata-se de avaliar aqui as implicações ideológicas deste termo e de como ele vem sendo tratado no meio artístico. AbstractStarting from the issues addressed in the Project “Rotas Esquecidas”, this paper deals with the relationship between art and nature in this new geological age, called Anthropocene. Determined by destructive environmental transformations, the Anthropocene is at the center of political and ecological discussions that seek to understand how to avoid or how to adapt to its impacts. This new terminology, assimilated in other areas of knowledge, became part of the discourse of the humanities and the arts, appearing in cultural practices, in the production of artists, in exhibitions and in specific publications on the subject. It is a question of evaluating here the ideological implications of this term and how it has been treated in the artistic world.

scholarly journals Comunicação clínica no internato: habilidade em interface com o currículo integrado e orientado por competência

2021 ◽  
Vol 45 (3) ◽  
Author(s):  
Ana Glaucia Paulino Lima ◽  
Danielle Abdel Massih Pio ◽  
Ana Carolina Nonato ◽  
Mara Quaglio Chirelli ◽  
Roseli Vernasque Bettini
Keyword(s):  
Medical Students ◽  
Educational Process ◽  
Biomedical Knowledge ◽  
Clinical Communication ◽  
Student Work ◽  
Communication Practice ◽  
Extensive Training ◽  
Teachers And Students ◽  
The Subject ◽  
Teaching Learning

Abstract: Introduction: Clinical Communication is an instrument for interaction between professionals and between them and users, being extremely important to ensure integral care. The complexity of the users’ biopsychosocial demands must be understood and worked through skills developed beyond the technical and biomedical knowledge, including a more extensive training in relation to the human being. In the curriculum of a medical school institution in the interior of São Paulo, Clinical Communication is a skill expected of the student in all undergraduate scenarios. During medical internship, it is important that communication practice be developed in an integrated fashion, considering the biopsychosocial aspects of the subject under care; however, the literature demonstrates that this skill is superficially explored in training, causing difficulty for its effectiveness. Thus, it can be assumed that there are different understandings about the concept of Clinical Communication and its theoretical-practical articulation between teachers and students, being necessary to analyze this educational process during internship. Objective: Thus, the objective was to question how teachers and students from a medical course internship understand the teaching-learning aspects about Clinical Communication in an integrated and competence-based curriculum. Method: This was a qualitative study, which included eleven 5th-year medical students, twelve 6th-year medical students and nine internship teachers. The interviews were semi-directed and carried out based on an interview script, which were later transcribed and submitted to the analysis of content, thematic modality. Results: Three categories emerged from the concepts and characteristics of the topics “Clinical Communication” and “Curriculum”: 1) What involves clinical communication; 2) Development of clinical communication during the undergraduate course and 3) Proposals for the training of internship students and teachers. It was observed that the participants understood the concept of Clinical Communication and its importance for the students’ training, but also that it is difficult to develop this training due to the lack of knowledge about the curriculum, student work overload and teacher devaluation. Conclusion: The study considers the development of Clinical Communication skills of internship students and the possibilities for reflection on gaps mentioned by students and teachers.

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