There is a significant issue in society today regarding the lack of knowledge about and positive regard attributed to women’s bodies, but more specifically female genitalia. This is detrimental to women in that it causes us to see ourselves in a negative light, or to overly sexualize certain aspects of ourselves, which may lead to severe psychological damage (American Psychological Association Task Force on the Sexualization of Girls, 2010). The 1970’s Women’s Health Movement presented a way for women to get to know their own bodies in a way that was private from society in order to make their own judgments free from the pressures and input of the larger public: vaginal self-examinations. This study proposed a modified exam, a genital self-exam, as a way to counteract the negative attitudes projected on women’s genitals by giving women a chance to examine and decide for themselves. Participants were encouraged to practice mindfulness, a mental state achieved through focusing one’s awareness on the present moment while calmly accepting one’s feelings, during the exam as accounts of the 1970’s vaginal exams suggest a mindfulness-like attitude was also adopted during exams. This was done by randomly assigning participants to either complete a self-exam or to not and then measuring genital self-image and satisfaction, sexual body esteem, and mindfulness. The results were largely non-significant, save a few interesting minor findings. However, there is evidence to suggest a biased sample; recommendations for further research in this area are suggested.

No description available.

Submitted by Fabio Sobreira Campos da Costa (fabio.sobreira@ufpe.br) on 2017-07-31T13:55:47Z No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) JOENE. Dissertação para encapar.pdf: 2903527 bytes, checksum: ad29f4b6836ec1db311bd3dd9b6ca4c7 (MD5) / Made available in DSpace on 2017-07-31T13:55:47Z (GMT). No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) JOENE. Dissertação para encapar.pdf: 2903527 bytes, checksum: ad29f4b6836ec1db311bd3dd9b6ca4c7 (MD5) Previous issue date: 2016-03-30 / A década de 1980 é marcada pela mobilização de setores progressista da sociedade que lutavam pela democracia negada pelo regime militar. No campo da saúde pública, a ausência de uma política de saúde universal desencadeou o Movimento de Reforma Sanitária e o Movimento Popular de Saúde, que eram contra práticas educativas em saúde autoritárias, buscando a hegemonia da Educação Popular em Saúde. Este estudo tem como objetivo compreender as práticas educativas em saúde na comunidade do Morro da Conceição no período de 1980 a 1995. Neste trabalho opta-se pela abordagem qualitativa, e como procedimento para a coleta de dados, utiliza-se a entrevista semiestruturada com nove líderes comunitários. A organização e o tratamento dos dados tem como base a Análise de Conteúdo de Bardin. A definição dos sujeitos colaboradores emerge de uma pesquisa exploratória, os quais demonstram grande envolvimento com o objeto da pesquisa. A dimensão empírica mostra que as práticas educativas em saúde foram dialógicas, baseadas no diálogo entre o saber popular e o saber científico. O diálogo entre os diversos atores – igreja, profissionais da saúde voluntários e líderes comunitários – levaram grande parte da comunidade a uma tomada de consciência acerca da necessidade de um engajamento político nas lutas da comunidade. A saúde era um instrumento de libertação dos sujeitos, e com a utilização das plantas medicinais, os moradores, ao mesmo tempo em que se libertavam do saber médico opressor, foram criadores de cultura, transformando a própria realidade. Os líderes da comunidade, como atores políticos, atuaram na configuração da política de saúde. Conclui-se que, apesar dos avanços obtidos pela Educação Popular em Saúde de 1980 até 1995, a partir desse período, houve a desmobilização do movimento popular de saúde em decorrência da cooptação de parte dos líderes pelo poder público. A institucionalização da participação comunitária, por meio do conselho municipal de saúde, também contribuiu para esvaziar o movimento popular. / The 1980s is marked by mobilizing progressive sectors of society fighting for democracy denied by the military regime. In the field of public health, the absence of a universal health policy triggered the Sanitary Reform Movement and the Popular Health Movement, which were against authoritarian educational practices in health, seeking hegemony of the Popular Education in Health. The objective of this study is to understand the educational practices in health in the Morro da Conceição community from 1980 to 1995. The qualitative approach was chosen in this work, and as a procedure for collecting data, it uses semi-structured interviews with nine community leaders. The organization and processing of data is based on Bardin Content Analysis. The definition of collaborators for this work emerges from an exploratory research, which show great involvement with the study object. The empirical dimension shows that the educational practices in health were dialogic, based on dialogue between popular knowledge and scientific knowledge. The dialogue between church, the volunteer health professionals and community leaders led a large part of the community to an awareness of the need for a political engagement in community struggles. Health was an instrument of liberation of the participants. With the use of medicinal plants, residents broke free of medical knowledge oppression, at the same time, they were the creators of culture, transforming their own reality. Community leaders, as political members, worked in health policy configuration. In conclusion, despite the progress achieved by the Popular Education in Health from 1980 to 1995, after that period, there was the demobilization of the popular health movement as a result of the cooptation of the leaders by the government. The institutionalization of popular participation through the municipal health council also helped to empty the popular movement.

This thesis examines the trans-border circulation and production of feminist knowledge through translation. More specifically, my research focuses the translation of the U.S. women’s health book, Our Bodies, Ourselves, by a Chinese feminist NGO in 1998. My dissertation studies the social, cultural and political aspects of feminist translation, and examines the relation between translation and feminist praxis. Through the lens of gender and (feminist) health politics in 1990s China, I examine how the 1998 Chinese translation conveys the book’s message about how women should relate to their bodies. Set in the context of Chinese society opening up during the late 1970s, my research outlines the emergence of gender awareness in China with the influx of translated feminist texts, especially in the realm of women’s health research. Medical discourses were then assigned a privileged position in the studies of women’s sexual and reproductive health. However, with increased communications between Chinese and foreign feminists, Chinese women scholars developed new ideas around women’s sexual and reproductive health. The Chinese translation of OBOS addresses the lack of gender awareness in local discussions about women’s health. With a multi-method study, I emphasize the social and linguistic dimensions of translating a feminist health project into post-reform China. This study is based on both interview and comparative textual analysis data. Using feminist translation theories, I examine how the Chinese translators handled the book’s presentation of women’s sexuality and reproductive health. This thesis also highlights the constraints on translating feminism from the local context. This raises questions about the power of (feminist) translation, and emphasizes the need to examine the social-political context of translation practices.

The Faith Movement is a religious mosaic since it is a multi-layered phenomenon which is coloured by several themes. These themes represent several areas of emphasis like: Blessing and Blessings, Power to declare, Prophetic anointing, connecting with the anointing, dominion, success and increase, sowing the seeds, as well as other ideas which are still evolving. The Word of Faith teachers have a very unique way of reading the Bible. They usually approach the text without consideration of its historical and cultural context. When they approach the biblical text they usually assign to it an independent existence cut off from its natural context. This in turn results in the reinterpretation of all the major doctrines of the Christian faith. Both God and human beings belong to the same class of “divine beings.” God and human beings it is believed operate under the rule of faith. It is argued that whatever God created, God did so by speaking words of faith (see Genesis 1:1-3). It is therefore argued that human beings similarly can create their own reality and destiny by speaking words of faith.Christology and Pneumatology of the Faith Movement assume a rather narrow outlook. It is believed that Jesus Christ died so that in addition to the forgiveness of sins He provided for all spiritual and material needs of the people. Therefore, no Christian should be poor or sick. The Holy Spirit on the other hand, is the anointing that enables believers to make it in life. It must be pointed out that even though the Word of Faith ideas were exported to Africa mainly from the United States of America it has found a home in Africa. The concepts of blessings and curses have a corollary in African Religious Traditional thought. The role that Word of Faith preachers play is similar to the roles played by several religious experts in African Religious Thought. Ultimately, the Faith Movement is not based on sound theological and philosophical ground. It is based on unique reading of the Bible which is more esoteric than theological. More Gnostic than Christian. / Philosophy & Systematic Theology / D. Th. (Systematic Theology)

The Faith Movement is a religious mosaic since it is a multi-layered phenomenon which is coloured by several themes. These themes represent several areas of emphasis like: Blessing and Blessings, Power to declare, Prophetic anointing, connecting with the anointing, dominion, success and increase, sowing the seeds, as well as other ideas which are still evolving. The Word of Faith teachers have a very unique way of reading the Bible. They usually approach the text without consideration of its historical and cultural context. When they approach the biblical text they usually assign to it an independent existence cut off from its natural context. This in turn results in the reinterpretation of all the major doctrines of the Christian faith. Both God and human beings belong to the same class of “divine beings.” God and human beings it is believed operate under the rule of faith. It is argued that whatever God created, God did so by speaking words of faith (see Genesis 1:1-3). It is therefore argued that human beings similarly can create their own reality and destiny by speaking words of faith.Christology and Pneumatology of the Faith Movement assume a rather narrow outlook. It is believed that Jesus Christ died so that in addition to the forgiveness of sins He provided for all spiritual and material needs of the people. Therefore, no Christian should be poor or sick. The Holy Spirit on the other hand, is the anointing that enables believers to make it in life. It must be pointed out that even though the Word of Faith ideas were exported to Africa mainly from the United States of America it has found a home in Africa. The concepts of blessings and curses have a corollary in African Religious Traditional thought. The role that Word of Faith preachers play is similar to the roles played by several religious experts in African Religious Thought. Ultimately, the Faith Movement is not based on sound theological and philosophical ground. It is based on unique reading of the Bible which is more esoteric than theological. More Gnostic than Christian. / Philosophy and Systematic Theology / D. Th. (Systematic Theology)

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Este trabalho parte do reconhecimento de que a educação permanente em saúde tem sido investida como noção a embasar diferentes referenciais teórico-conceituais para a produção de políticas voltadas à educação de profissionais de saúde, particularmente no Sistema Único de Saúde (SUS). Nesse sentido, o trabalho buscou apreender os diferentes usos dessa noção e seus sentidos para a produção de políticas. Assim, buscou delimitar o surgimento dessa noção no campo da educação e sua posterior apropriação no campo da saúde, inicialmente a partir da produção institucional da Organização Pan-Americana da Saúde e em seguida ressignificada no Brasil no âmbito da Política Nacional de Educação Permanente em Saúde (Pneps). A análise dos textos e documentos institucionais da Organização Pan-Americana da Saúde (Opas) responsáveis por desenvolver esses referenciais redundou na construção de duas matrizes conceituais, tendo sido a primeira desenvolvida entre 1974 e 1984-5; e a segunda, entre 1984-5 e 2002. Atualmente essas matrizes conceituais costumam ser denominadas respectivamente por educação continuada em saúde e educação permanente em saúde, ainda que esta última noção seja utilizada por ambas, fato discutido pelo autor ao longo do trabalho. A terceira matriz conceitual foi construída a partir da análise dos textos e documentos publicados no bojo da criação da Pneps. A partir da construção dessas três matrizes conceituais foi realizado um breve histórico das ações voltadas à educação de profissionais de saúde promovidas pela Secretaria de Gestão do Trabalho e da Educação na Saúde (SGTES), especificamente o Departamento de Gestão da Educação na Saúde (Deges), órgão criado em 2003 para se dedicar ao tema da formação de profissionais para o SUS. Nesse particular, foi proposta uma periodização das ações do Deges, relacionando cada período às diferentes matrizes conceituais construídas. A noção de educação permanente em saúde é então interrogada a partir da discussão sobre educação de adultos proposta por Arendt e de sua contextualização no referencial do capitalismo pós-industrial e das sociedades de controle, conforme delimitado por Deleuze. O conjunto dessas reflexões embasa a discussão sobre novos usos possíveis para a educação permanente em saúde e novas configurações para a política de saúde que adota essa noção, discutindo possíveis inovações para esse campo a partir da articulação com a discussão sobre inteligência coletiva. Por fim, propõe-se repensar a política de educação permanente em saúde, endereçando-a no sentido de promover o protagonismo das práticas de saúde como espaços de aprendizagem, buscando novas possibilidades no diálogo com a experiência dos pontos de cultura do Ministério da Cultura. / This work starts from the recognition that it has been invested in permanent health education as a notion to base different theoretical and conceptual references in the production of policies for the education of health professionals, particularly in the Unified Health System (SUS). In this sense, the study sought to grasp the different uses of this notion and its senses to the policies. Thus, it has tried to define the emergence of this notion in the field of education and its future appropriation in the health field, initially from the institutional production of the Pan American Health Organization and then re-signified in Brazil under the National Policy of Permanent Education in Health (PNEPS). The analysis of texts and institutional documents of the Pan American Health Organization (PAHO) responsible for developing these theoretical frameworks resulted in the construction of two conceptual matrices, being the first developed between 1974 and 1984-5 and the second between 1984-5 and 2002. Currently, these conceptual matrices are often denominated, respectively, as continuing education in health and permanent health education, although the latest notion is used by both frameworks, a fact discussed by the author throughout the work. The third conceptual framework was built from the analysis of texts and documents published in the context of the creation of PNEPS. From the construction of these three conceptual matrices was carried out a brief history of actions aimed at the education of health professionals promoted by the Secretary of Labor Management and Health Education (SGTES), specifically the Department of Education Management in Health (DEGES), a department created in 2003 to devote itself to the subject of professional training for the SUS. In this regard, it proposed a periodization of DEGES actions, relating each time to the different conceptual built matrices. The notion of permanent education in health is then interrogated from the discussion of adult education proposed by Arendt and under the referential of post-industrial capitalism and societies of control defined by Deleuze. This set of reflections underlies the discussion of possible new uses for permanent education in health and the new settings for health policy embracing this notion, discussing possible innovations for this field from the connection with the discussion of collective intelligence. Finally, it is proposed to rethink the permanent education in health policy, addressing it to promote the protagonism of health practices as learning spaces, searching for new possibilities in the dialogue with the experience of the political culture.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Este trabalho parte do reconhecimento de que a educação permanente em saúde tem sido investida como noção a embasar diferentes referenciais teórico-conceituais para a produção de políticas voltadas à educação de profissionais de saúde, particularmente no Sistema Único de Saúde (SUS). Nesse sentido, o trabalho buscou apreender os diferentes usos dessa noção e seus sentidos para a produção de políticas. Assim, buscou delimitar o surgimento dessa noção no campo da educação e sua posterior apropriação no campo da saúde, inicialmente a partir da produção institucional da Organização Pan-Americana da Saúde e em seguida ressignificada no Brasil no âmbito da Política Nacional de Educação Permanente em Saúde (Pneps). A análise dos textos e documentos institucionais da Organização Pan-Americana da Saúde (Opas) responsáveis por desenvolver esses referenciais redundou na construção de duas matrizes conceituais, tendo sido a primeira desenvolvida entre 1974 e 1984-5; e a segunda, entre 1984-5 e 2002. Atualmente essas matrizes conceituais costumam ser denominadas respectivamente por educação continuada em saúde e educação permanente em saúde, ainda que esta última noção seja utilizada por ambas, fato discutido pelo autor ao longo do trabalho. A terceira matriz conceitual foi construída a partir da análise dos textos e documentos publicados no bojo da criação da Pneps. A partir da construção dessas três matrizes conceituais foi realizado um breve histórico das ações voltadas à educação de profissionais de saúde promovidas pela Secretaria de Gestão do Trabalho e da Educação na Saúde (SGTES), especificamente o Departamento de Gestão da Educação na Saúde (Deges), órgão criado em 2003 para se dedicar ao tema da formação de profissionais para o SUS. Nesse particular, foi proposta uma periodização das ações do Deges, relacionando cada período às diferentes matrizes conceituais construídas. A noção de educação permanente em saúde é então interrogada a partir da discussão sobre educação de adultos proposta por Arendt e de sua contextualização no referencial do capitalismo pós-industrial e das sociedades de controle, conforme delimitado por Deleuze. O conjunto dessas reflexões embasa a discussão sobre novos usos possíveis para a educação permanente em saúde e novas configurações para a política de saúde que adota essa noção, discutindo possíveis inovações para esse campo a partir da articulação com a discussão sobre inteligência coletiva. Por fim, propõe-se repensar a política de educação permanente em saúde, endereçando-a no sentido de promover o protagonismo das práticas de saúde como espaços de aprendizagem, buscando novas possibilidades no diálogo com a experiência dos pontos de cultura do Ministério da Cultura. / This work starts from the recognition that it has been invested in permanent health education as a notion to base different theoretical and conceptual references in the production of policies for the education of health professionals, particularly in the Unified Health System (SUS). In this sense, the study sought to grasp the different uses of this notion and its senses to the policies. Thus, it has tried to define the emergence of this notion in the field of education and its future appropriation in the health field, initially from the institutional production of the Pan American Health Organization and then re-signified in Brazil under the National Policy of Permanent Education in Health (PNEPS). The analysis of texts and institutional documents of the Pan American Health Organization (PAHO) responsible for developing these theoretical frameworks resulted in the construction of two conceptual matrices, being the first developed between 1974 and 1984-5 and the second between 1984-5 and 2002. Currently, these conceptual matrices are often denominated, respectively, as continuing education in health and permanent health education, although the latest notion is used by both frameworks, a fact discussed by the author throughout the work. The third conceptual framework was built from the analysis of texts and documents published in the context of the creation of PNEPS. From the construction of these three conceptual matrices was carried out a brief history of actions aimed at the education of health professionals promoted by the Secretary of Labor Management and Health Education (SGTES), specifically the Department of Education Management in Health (DEGES), a department created in 2003 to devote itself to the subject of professional training for the SUS. In this regard, it proposed a periodization of DEGES actions, relating each time to the different conceptual built matrices. The notion of permanent education in health is then interrogated from the discussion of adult education proposed by Arendt and under the referential of post-industrial capitalism and societies of control defined by Deleuze. This set of reflections underlies the discussion of possible new uses for permanent education in health and the new settings for health policy embracing this notion, discussing possible innovations for this field from the connection with the discussion of collective intelligence. Finally, it is proposed to rethink the permanent education in health policy, addressing it to promote the protagonism of health practices as learning spaces, searching for new possibilities in the dialogue with the experience of the political culture.