(20) I think the spirit of continuingeducation is that it should happen during working hours. And it was tied to the needs of the job. Sometimes we find people who go on taking courses around, right? I don't know, right? He chooses to take a course, something stratospheric and goes and does it. This is not continuingeducation. Continuingeducation is for the right job! For the needs of the job. [...] So, showing, thus, the gaps of continuingeducation. Continuingeducation, for me, like this, it's not teleconsulting, right? It's not a lecture, right? All this I find very interesting. A library, for example, I usually watch, I really like teleconsultories. I watch at home, here there is no way to, right? But this is not continuingeducation. Continuingeducation is one that allows, according to the demand, according to the need, right, at that moment I have the condition to access and have an answer, for a better attitude (T14).
The study revealed that the most frequent cause of hospitalizations in the area covered by the participating nurses is related to chronic diseases, which are among the ambulatory care sensitive con- ditions. Another finding was that, despite the inten- tion to establish spaces for discussion and exchange of knowledge, the processes of continuingeducation developed by nurses are closer to the approach of continuous education with the transmission of new contents and updating of techniques. The interface between continuingeducation and ambulatory care sensitive conditions is still incipient and the way edu- cational processes are developed does not favor an effective articulation to make continuingeducation, despite its great potential, to work more like a tool to support teams in the appropriate provision of care for these conditions.
As for nationwide initiatives, Coordinator 3 notes that while “pro-literacy and NPAIC provided excellent training, teachers are accustomed to implementing most of the ideas presented, albeit using different terminol- ogy. The difference is in accountability for one’s results, which is increasing”. Regarding teacher accountability through continuingeducation, Manager 1 did not perceive any pressure from the federal programs, and believes that training “is essential for [teachers] to have the best knowledge”. This quote is in agreement with what Kramer (2008) describes as discourse “naturalization” between multiple instances (e.g., intermediate and supe- rior), wherein practices outside the local or school context are considered more profitable and efficient.
Abstract: In Brazilian context, literature points to ContinuingEducation in Health (CEH) policy as a means to actualize the Psychiatric Reform. Although it is also a challenge considering its proposal of close connectedness with each context in which it occurs. This study aimed to understand how mental health professionals learn together in CEH-processes, identifying and understanding conversational transformations that occurred in the interactional process. An educational process inspired by the CEH policy was then carried out with a group of eight professionals from a Psychosocial Care Center. This process was analyzed from the notion of critical moments, with a social constructionist stance. In doing so, the critical moment “Sharing the Feeling of Standstill” was delimited considering its effects on the conversational process. With this, it is argued that, even in conversations that seem saturated by problems, it is possible to identify generative moments, as a relational achievement, through dialogue.
Considering the whole of continuingeducation for enterprises (face-to-face and distance learning), from the five centres for continuingeducation inquired, four declared that their clients were mainly large companies. One declared their clients were mainly large and medium size enterprises and only one organises education specially directed to SMEs. Besides, this last example was publicly- supported, SMEs contributing with no more than a third of the total cost of the courses.
The distance education mediated by digital technologies enables the integration of the experience in the formation actions of the education professionals, providing the development of a curriculum design with the focus on shared experience and reflection on it. This article presents an experience of distance education carried out in the extent of the continuingeducation of school principals for the integration of technologies in schools, examines the contributions of technology in online activities and analyses the categories of experience highlighted throughout the training process. The results indicate that the integration between the virtual context and the professional practice allowed the experiences were constituted as objects of training, reflection, theorization and transformation.
Discusses the importance of continuingeducation for the exercise of professional practice of the librarian, highlighting the role that the Distance Education comes representing as an extension of opportunities for improvement and the expertise of professionals. On the assumption that, for the librarian, continuingeducation is of great importance, investigates if these professionals are engaged in the pursuit of professional development. Since the discussion of this issue is relatively new in the field of librarianship and Information Science in Brazil, is based on authors of the area of Education that has been dedicated to reflection on the training and professional practice in current times. It focuses on the librarian who works at the university public, having as empirical field the Superintendence of Documentation of Universidade Federal Fluminense (UFF). If valley of qualitative and quantitative approaches to investigate, in the first place if the librarians looking for continuingeducation; secondly if looking for the training the distance and, otherwise, look for lift which factors make it difficult to seek the continuation of studies. Uses such as research instrument the questionnaire, consisting of open and closed questions. After the application of the questionnaires and their analysis, it is concluded that the continued training, through the EAD, gives the librarian access to new knowledge, skills and attitudes properly tuned with the new paradigms of contemporary society. Also provides a reflection of the professional on their practice, so as to enable it to examine the theories and methodologies on which it is based, as well as the decisions that adopts in his work, causing the professional a constant process of self-evaluation.
This article is in this universe of work, being for the collaborative practical and it intends to present part of the experiences in a collaborative practice. It is wanted to emphasize dialogues and texts of a group of teachers who participated of a project of continuingeducation, analyzing them according to the manifestation of the dialogues of the existing language in the group moments. Although the raising numbers of articles legitimizing the collaborative research, it seems that just some of them are under the analysis from the language perspective. In general, it is intended to think about the potential of the consolidation from teachers and academic groups in the school. The analysis will be presented from texts taken from the field diary of the participating observer and also from reports written by participating teachers of the formative proposal, as told before.
To reach this goal, it’s important to agree a group commitment, involving all people who work in educational field. As a consequence, an alternative to dismiss the merely technical learning in compulsory education would be through a STSE approach. Because it’s committed with scientific education contemplating people, in order to “[…] bring for students a knowledge that leads them to be active people in modern society, looking for alternatives for science and technology applications, always keeping social welfare in mind” (ROBY, 1981 apud SANTOS, SCHNETZLER, 2010, p. 62).
Purpose: to evaluate the efectiveness of conducting educational activities in oropharyngeal dysphagia for pediatric nursing team in a teaching hospital. Methods: It is a evaluative research. The study was conducted in tertiary hospital, linked to the National Health System. The sample consisted of 62 professionals including nurses, technicians and nursing assistants who work in the care of pediatric patients. Applied a questionnaire to check prior knowledge of dysphagia, was later held an educational action and its immediate evaluation. Results: nursing knowledge in dysphagia was evident as positive, especially the concept of the item with 96.77% accuracy, symptoms with 83.87% accuracy, causes with 74.19% accuracy, with consequences 70.97 % correct, professional identiication enabled for rehabilitation with 85.48% accuracy and importance of rehabilitation with 87.10% accuracy. Concerning the expected answers yet, we emphasize were not in agreement: the phases of swallowing (50%), speciic tests (45.16%) and position for oral feeding (32.26%). Justiied the need for continuingeducation, as 85.48% of participants noted that it is important to conduct training. Conclusion: the study he study found that the fragmented nursing knowledge about dysphagia, however, interested and willing to learn, if available content through continuingeducation. Considering that research participants after the educational activity, expressed the expansion of knowledge about dysphagia, and recognized the importance of these and expressed a desire to receive more information about this and other pathologies.
The Telenursing Project is an activity that gathers both the extension and research of the School of Nursing, Federal University of Minas Gerais, included in the National Program for Telehealth. It ofers new ways of providing assistance, collaborating with the transformation of practical realities by ofering Distance Education for the healthcare team. The present study evaluated the continuing distance education for the nursing staf of the Basic Health Units. This is a descriptive study, in which a qualitative approach was used, performed in municipalities registered by the program. The sample comprised 17 participants. Data collection was performed through interviews, which were recorded and transcribed. Three categories emerged from the analysis: the signiicance of the Telenursing Project in terms of assistance; the use of Telenursing in the process of distance training, and; use of the tools in the Telenursing Project. The results showed that distance education is a teaching and learning strategy in health that makes use of information technology resources that contributes to the continuingeducation of nursing professionals, providing better care delivery.
The aim of this study was to describe the inclusion of the Physical Education professor, relating historical aspects and outlining the role of these professionals in Primary Care in Curitiba, Brazil. Inclusion occurred in 2009 with the hiring of 29 professionals, 26 of whom were still employed in early 2016. Activities performed include exercise groups; individual care; clinical support; continuingeducation; health educa- tion; as well as participation in social control, by representing the profession at the Municipal Health Council of Curitiba and Teaching-Service integration via a Multidisciplinary Residency preceptorship. The historical background reveals advances, achievements and much more to accomplish, in a permanent and ongoing process.
There are currently many teachers who, in the management of their classrooms, do not create work routines or refuse to create lesson plans because they believe such practices are based on outdated technical teaching models. There are also teachers who emphasize ideas of citizenship in the classroom but are unable to create an environment where students can acquire reading and writing skills. These teachers often believe that the ways they were taught to read and write are outdated, but they do not know how to do it diferently (TARDIF, 1999). In an attempt to understand how continuingeducation programs aimed at the early grades and how the training of literacy teachers has been conceived, the issues of training in order to improve teaching practice, with respect to literacy, we’ll be showing some discussions about changes that aim to inluence the teacher in the reading and writing education.
The manuscript “Association between participation and compliance with Continuing Medical Education and care production by physicians: a cross-sectional study” illustrates the ongoing challenge physicians face in keeping updated in order to offer their patients high-quality care. However, this need for ContinuingEducation is barred by the significant workload and dedication required by the profession. (1)
Saraiva’s (2009) master dissertation, Educação infantil na perspectiva das relações étnico-raciais: relato de duas experiências de formação continuada de professores no município de Santo André (Child education in the perspective of ethnic-racial relations: an account of two experiences in teacher continuingeducation in the city of Santo André), conducted and defended in the Postgraduate Program in Education (Curriculum) at Pontifícia Universidade Católica de São Paulo – PUC- SP, analyzed two experiences in continuingeducation for elementary teachers from the city of Santo André, namely, Gênero e raça (‘Gender and race’), and A cor da cultura (‘The color of culture’), held in 2005 and 2006. In her study, the author found that, in the perspective of ethnic- racial relations, the continuingeducation of elementary teachers must to take into account the specificities of this stage of basic education, the personal and professional involvement of the teacher with the topics, the partnership with, and encouragement by, each school’s management team, and the adoption of a permanent public policy by the city’s education department.
In practice, CE programs at LAU act as a pathway and comprises of a platform, linking the individual’s achievement to date with a chosen career path. In reality, the division of ContinuingEducation Pro- gram, as part of an university setting, maintains partnership with various stakeholders from the pro- fessional communities to leverage in the program delivery process. The partnership zone aims at sharing knowledge, experience, ideas and resources, and it focuses on building skills, on increasing knowledge and on developing abilities of the participating individual through speciﬁcally designed programs, called continuingeducation programs. In its entirety, the partner list varies but generally includes links to international organizations, professional associations, industries, businesses, local government, primary and secondary education, in addition to health and social services (Majdalani, 2012).
Objective: to analyze the experience of the family health team in resignifying the way to develop educational groups. Method: groups of discussion, with twenty-six biweekly group meetings conducted, with an average of fifteen professionals from the family health team, during the year 2009. The empirical material consisted of the transcription of the groups, on which thematic analysis was performed. Results: two themes were developed and explored from the collective discussions with the team: “The experience and coordination of the groups” and “The work process and educational groups in a service-school”. Conclusions: continuingEducation in Health developed with the team, not only permitted learning about the educational groups that comprised the population, but also contributed to the team’s analysis of its own relationships and its work process that is traversed by institutions. This study contributed to the advancement of scientific knowledge about the process of continuing health education as well as educational groups with the population. Also noteworthy is the research design used, providing reflexivity and critical analysis on the part of the team about the group process experienced in the meetings, appropriating knowledge in a meaningful and transformative manner.
The article presents an experience of continuingeducation in a federal public institution, which takes place in the city of Brasília-DF, Brazil, in the period 2016/2017, involving the teachers of the Technical Course in Administration integrated to the Education of Youth and Adults. The methodology used was a Marxist-based action research, based on the principles of Barbier (2005) and Thiollent (2011) was created from a demand for training on the integrated curriculum. An organization of procedures and evaluation was agreed in order for the group to be constituted as collective researchers and agents for transforming reality. In the developed period, several themes emerged as training demands and as a result we obtained the construction of an integrating proposal between Professional Education and Youth and Adult Education.