OLIVEIRA, Eliane Silva . A construção da experiência espiritual e sua problematização como lugar de superação dos limites do paradigma biomédico: uma contribuição para a reflexão sobre espiritualidade na educação médica. 2008. 300f. Tese (Doutorado em Educação) – Universidade Federal do Ceará, Faculdade de Educação, Programa de Pós-Graduação em Educação Brasileira, Fortaleza-CE, 2008. / Submitted by Maria Josineide Góis (josineide@ufc.br) on 2012-07-06T16:42:10Z No. of bitstreams: 1 2008_Tes_ESOliveira.pdf: 5055380 bytes, checksum: 6690f585c1751699f8e17f646eeb71b3 (MD5) / Approved for entry into archive by Maria Josineide Góis(josineide@ufc.br) on 2012-07-10T13:29:11Z (GMT) No. of bitstreams: 1 2008_Tes_ESOliveira.pdf: 5055380 bytes, checksum: 6690f585c1751699f8e17f646eeb71b3 (MD5) / Made available in DSpace on 2012-07-10T13:29:11Z (GMT). No. of bitstreams: 1 2008_Tes_ESOliveira.pdf: 5055380 bytes, checksum: 6690f585c1751699f8e17f646eeb71b3 (MD5) Previous issue date: 2008 / This thesis presents a qualitative research about the development of the spiritual experience and it’s problematization on how overcoming the limits of the biomedical paradigm, and proposes to contribute on the reflection about spirituality in medical education in three situations: the context in which the mothers of opt to use transcendental explanations for their experiences in the Nursery Mother Kangaroo in the hospital Maternidade Escola Assis Chateaubriand; along subjects who search for an specific group of people, prayers, in the Family Health Program Novo Iracema, in Maranguape; and through the narratives of subjects who have gone through near-death experiences and near-death simile (out-of-body experience). The research uses as thematic methodology the oral history (an anthropologic method of research – individual science), using semi-structured interviews, with transdiciplinary approach , in a multireferential perspective, which were meant as an attempt at a plural reading, using distinct reference systems; obtaining the narratives of the subjects of the subjects about their reflections over the development of the spiritual experience throughout the processes of ailment and cure; proposing to study what these experiences point as a perspective of overcoming limits of the biomedical paradigm. The narratives were recorded, transcripted and analyzed, according to the theoretical references of this thesis: science of education, medical science and the spiritist theory in it’s religious aspect, philosophical and scientific. The analysis presented in the course of this study lead to the understanding: of the need for a new concept for the human being (as an spiritual being); of the need to consider the symbolic productions that alludes to a transcendental dimension, considering the spiritual phenomena which must be taken under consideration in medicine. The near-death experiences, and the out-of-body experiences suggest the existence of an out-of-body individuality, conscious, with identity, intelligence, memory, with transcendental abilities, capable of having experiences with other spiritual beings, which must be considered in the medical practice, especially in the relationship doctor-patient with subjects in coma and close to death and rethink the reanimation period and he criteria used to establish the success of these maneuvers; that of multireferential study utilizing the sipiritist theory, in the religious perspective, philosophical and scientific should be made, developing the medical-spiritist paradigm as a relative contribution for medicine / Esta tese apresenta uma pesquisa qualitativa, sobre a construção da experiência espiritual e sua problematização como lugar de superação dos limites do paradigma biomédico e se propõe a contribuir para a reflexão sobre espiritualidade na educação médica em três cenários: no contexto em que as mães recorrem a explicações transcendentais quando na enfermaria Mãe-Canguru na Maternidade Escola Assis Chateaubriand; junto aos sujeitos que buscam os rezadores no Programa de Saúde da Família Novo Iracema, em Maranguape; e através das narrativas de sujeitos que vivenciaram experiência de quase-morte (EQM) e experiência de quase-morte símile (desdobramento). A pesquisa tem como metodologia a história oral temática (método de pesquisa antropológico – ciência do indivíduo), utilizando entrevistas semi-estruturadas, com uma abordagem transdisciplinar, numa perspectiva multirreferencial, ou seja, uma leitura plural, utilizando sistemas de referências distintos; obtendo as narrativas dos depoentes acerca das reflexões sobre a construção da experiência espiritual nos percursos educacionais vividos nos processos de adoecimento e cura; com o objetivo de estudar o que essas experiências apontam como perspectiva de superação dos limites do paradigma biomédico. As narrativas foram gravadas, transcritas em seguida foi realizada a análise, cotejando com o referencial teórico desta tese: ciência da educação, ciência médica e o pensamento espírita em seu aspecto religioso, filosófico e científico. As análise no corpo deste estudo, levaram à compreensão: da necessidade de uma nova conceituação do sujeito humano (como ser espiritual); da necessidade de se considerar as produções simbólicas que remetem à dimensão transcendente, considerando os fenômenos da ordem espiritual, como fenômenos que devem ser considerados em medicina; as experiências de quase-morte e os desdobramentos sugerem a existência de uma individualidade extra-corpórea, consciente, com identidade, inteligência, memória, dotado de faculdades transcendentes, capazes de vivenciar experiências como seres espirituais, as quais devem ser levadas em consideração na prática médica, principalmente na relação médico-paciente com sujeitos em coma e no momento do processo de morte e repensar o tempo de reanimação e os critérios utilizados para determinação do sucesso dessas manobras; de que estudos multirreferenciados utilizando o pensamento espírita, na perspectiva religiosa, filosófica e científica deverão ser realizados, desenvolvendo o paradigma médico-espírita, como contribuição relevante para a medicina

Construit en multiréférentialité, sur les postulats de la psychologie socioculturelle de Vygotski, de l’analyse clinique de l’activité (Y. Clot), de l’ergonomie de l’activité, cette étude a pour finalité de construire une intelligibilité des pratiques, habitus et singularité entremêlés, dans une approche compréhensive et développementale des actions de préparation, comme « une présence au futur » .Quel(s) liens font les enseignants entre le sens, la forme et les modalités de leur action anticipatrice de préparation et le cours d’action de leur conduite effective de la classe, leur pilotage des tâches, dans la complexité d’une situation d’enseignement-apprentissage, à l’école élémentaire au cours d’une expérimentation de terrain en autoconfrontation croisée ?Cette PROBLEMATIQUE s’organise dans une démarche descriptive et compréhensive autour de trois HYPOTHESES : L’hypothèse 1, sur la nature de la pratique - chaque professionnel interprète différemment la préparation. L’hypothèse 2, entre ce sur quoi porte l’anticipation de la séance (facilitant ou non la gestion de l’imprévu) et son pilotage effectif. L’hypothèse 3, sur les prolongements possibles en formation.La METHODE, une « quasi-expérimentation », permet l’accès à la réalité quotidienne des pratiques, dans un espace de co-construction praticiens / chercheur, en appui de l’autoconfrontation qui permet de «faire vivre la conscience pour l’étudier» (Vygotski), lorsque celle-ci est mise à disposition d’un collectif professionnel, constituant le corpus, arrêté, in fine, sur cinq acteurs singuliers, pour une recherche de typicalité de cas d’enseignants.Les INDICATEURS d’analyse, organisés autour des traces et des conceptions de la préparation, permettent d’éclairer le paradigme d’anticipation et la préparation :- Il existe plusieurs configurations déterminées par le rapport au support-outil et la gestion des interactions langagières.- Le déroulement effectif de la classe est le résultat d’un système d’interactions entre le pilotage à partir de la préparation et les interprétations, incertitudes majeures, que les élèves font des tâches. - En anticipant avec le cadre linéaire de la préparation « canonique » l’enseignant pilote du linéaire, a contrario de l’apprentissage et n’intègre pas de possibilité d’improvisation . Ce n’est pas un outil suffisant du métier, il permet d’établir des relations de détermination, mais peu de relations de signification : l’interprétation reste donc en tension. Pour résoudre cette tension, on peut envisager une voie complémentaire, au croisement d’une clinique de la relation éducative et d’une clinique de l’activité : une post-paration individuelle et collective. Cette POST-PARATION – qui permet de problématiser, d’introduire quelque chose qui n’est pas dans le constat de situation et de se positionner dans cette présence au futur pour permettre l’ajustement de l’action - corrélée avec le style professionnel, en lien avec le genre est constitutive d’un capital de mise en mots et d’un répertoire de mise en actes, qui sont des ressources pour préfigurer l’action. / Built in multireferentiality, on the postulates of the sociocultural psychology of Vygotski, of the clinical analysis of activity (Y. Clot), of the ergonomics of the activity, the finality of this study is to build an intelligibility of the practices, habitus and singularity intermingled, in an understanding and développementale approach of the actions of preparation, like “a presence with the future” .Which bonds make the teachers between the direction, the form and the methods of their anticipatrice action of preparation and the action in progress of their effective control of the class, their leading (piloting) of the tasks, with the complexity of a situation of teaching-training, at the elementary school during an experimentation of ground in cross autoconfrontation?This PROBLEMATIC is organized in a descriptive and understanding step around three ASSUMPTIONS: Assumption 1, about the nature of the practice - each professional interprets the preparation differently. Assumption 2, between it to what the anticipation of the meeting relates (facilitating or not the management of unforeseen) and its effective piloting. Assumption 3, on the possible prolongations in formation.The METHOD, a “quasi-experimentation”, the access to the daily reality of the practices allows, in an enquiring space of co-construction experts / researcher, in support of the autoconfrontation which makes it possible “to make live the conscience to study it” (Vygotski), when this one is placed at the group of professional’s disposal, constituting the corpus, decree, in fine, on five singular actors, for a search for typicality of case of teachers.The INDICATORS of analysis, organized around the traces and of the designs of the preparation, make it possible to clarify the paradigm of anticipation and the preparation:- There are several configurations determined by the report with the support-tool and the management of the linguistic interactions.- The progress of the real enfolding class is the result of a system of interactions between piloting starting from the preparation and interpretations, major uncertainties, that the pupils make with the tasks. - While anticipating with the linear framework of the “canonical” preparation the teacher controls the linear one, on the opposite of the training and does not integrate a possibility of improvisation . It is not a sufficient tool of the trade, it makes it possible to establish relations of determination, but few relations of significance: interpretation thus remains in tension.To solve this tension, one can plan a complementary way, with the crossing of a private clinic of the educational relation and a private clinic of the activity: an individual and collective post-paration. This POST-PARATION - which allows problématiser, to introduce something which is not in the report of situation and to be in this presence with the future to allow the adjustment of the action - correlated with the professional style, in bond with the kind is constitutive of a capital of setting in words and of a repertory of acting out, which is resources to precede the action.