Inovação metodológica- experimentando a educação libertadora em saúde (Innovative methodology: experimenting a liberation education with health)
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Freire sistematizou uma perspectiva pedagogica libertadora na expectativa de um dialogo entre o saber popular e o saber academico. O objetivo deste artigo e de descrever e analisar uma pratica de pesquisa realizada durante um estagio de estudos em nivel de pos-doutorado no Programa de Pos-Graduacao em Educacao da Universidade Federal da Paraiba (UFPB), por uma professora (a autora) da Escola de Enfermagem da Universidade de Ottawa, interessada em conhecer melhor a experiencia brasileira de aplicacao da educacao popular na formacao profissional em saude. A pesquisa como reflexao integrada a acao social. O pos-doutorado realizou-se na forma de uma imersao integral nos campos empiricos da Universidade e da comunidade urbana. O contexto da Universidade Federal da Paraiba esta situado no epicentro historico das lutas dos movimentos camponeses nordestinos, em uma das regioes mais pobres do Brasil. Alem disso, esta e uma regiao proxima da area onde foram realizadas as primeiras experiencias do metodo de alfabetizacao de Paulo Freire. Questionamentos surgiram durante o percurso da busca de informacao: Quais os modos inovadores de pesquisa para produzir conhecimentos na area da pratica de formacao profissional com educacao popular em saude na universidade? Como comunicar uma experiencia de vivencia fora do contexto local para sua difusao aos niveis nacional brasileiro e internacional? A construcao da metodologia envolveu atividades cotidianas com professores e estudantes engajados nas praxis de educacao popular em programas de extensao, em cursos de graduacao nas ciencias da saude e no Programa de Pos-Graduacao em Educacao. A inovacao metodologica, representada por um forte componente de imersao e de compromisso pessoal com membros de uma comunidade especifica, desencadeou o confronto com os conceitos de incerteza e de imprevisibilidade. ABSTRACT – Freire sistematized a liberatory pedagogic perspective expecting a dialogue between popular knowledge and academic knowledge. The objective of this paper is to describe and analyze a research practice realized during postdoctoral studies in the program of graduates studies in education at the Federal University of Paraiba (UFPB, Brazil), by a professor (the author) from the Nursing school of University of Ottawa, interested in knowing better the Brazilian experience of application of popular education in health for the health professional formation. The research needed to be a reflection embedded within the social action. The postdoctoral studies happed in a form of integral immersion on the empiric fields of the University and the urban community. The context of UFPB is located in the historic epicenter of fights from northeast peasant movements, in the poorest regions of Brazil. Furthermore, this is a region near the area where were realized the first experiences with Paulo Freire method of alphabetization. Questions raised during the process of this search for information: Which are the innovative research methods with popular education in health in the university? How to communicate a living experience outside its local context for diffusion at the Brazilian national and the international levels? The methodological construction involved daily activities with professors and students engaged in the praxis of popular education in health with programs of extension, in graduates courses of health science and program of graduate studies in education. The innovative methodology, with a strong component of immersion and personal engagement with members of a specific community, developed the confrontation with the concepts of uncertainty and unpredictability. Keywords: Health Education; Qualitative Research; Health Promotion
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.010 | 0.000 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.002 | 0.000 |
| Bibliometrics | 0.001 | 0.006 |
| Science and technology studies | 0.011 | 0.001 |
| Scholarly communication | 0.001 | 0.003 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.001 | 0.003 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it