O objetivo desse estudo é compreender os saberes desenvolvidos nas práticas de trabalho e nas trajetórias de vida de um grupo de cinegrafistas, de uma emissora de televisão. A compreensão dos saberes desenvolvidos nas práticas do grupo pesquisado segue a perspectiva da aprendizagem baseada em prática à luz do knowing in practice. Para atingir o objetivo, se fez necessária, além da análise dos saberes e das práticas predominantes no cotidiano desses profissionais, a identificação de como, no desenvolvimento dessas práticas, os processos de aprendizagem estão relacionados. O estudo foi desenvolvido através da metodologia de histórias de vida, com a utilização de vídeos de matérias trazidos pelos próprios entrevistados, para que eles pudessem contar sobre suas experiências a partir de uma situação real e visível. As entrevistas foram realizadas, entre os meses de julho e agosto de 2014, com cinco cinegrafistas da mesma emissora de televisão, com tempos de profissão distintos, para possibilitar a análise de diferentes percepções. Seus relatos possibilitaram constituir o percurso profissional de cada entrevistado, identificando os saberes relacionados. A descrição do cotidiano de trabalho dos cinegrafistas entrevistados permitiu entender a relação entre os saberes constituídos, durante a história de vida de cada um, e a (re)produção das práticas e seus processos de aprendizagem. Evidenciou-se que práticas, saberes e aprendizagem aparecem simultaneamente, durante as rotinas de trabalho, quer através de subsídio verbal dos colegas mais experientes, quer através da observação e da vivência em diferentes situações, durante as gravações. A pesquisa sinalizou não somente a complexidade dos saberes envolvidos, por estarem vinculados a uma série de práticas heterogêneas, mas também peculiaridades da profissão foram desvendadas durante as conversas. Para desempenhar suas tarefas, os cinegrafistas adaptam seus corpos e consideram os equipamentos de gravação como uma extensão deles. Adaptam também a mente, pois as gravações exigem grande esforço cognitivo, relacionado à capacidade de improviso, ao controle das emoções e ao julgamento do que é esperado pelo telespectador. O estudo mostrou a possibilidade de articulações teóricas entre os conceitos do knowing in practice e a realidade vivenciada pelos cinegrafistas. Indicou também que os saberes são complexos e estão vinculados a uma rede de práticas; são aprendidos e desenvolvidos por meio das relações e das experiências e impulsionados pelas necessidades de cada imagem a ser capturada. / The aim of this study is to understand the knowledge developed in working practices and life trajectories of a cameramen group of a television station. The understanding of the knowledge gained in the activities of the group observed is based on the learning perspective of practice-based in the light of knowing in practice. In order to achieve the goal, it was necessary to analyze the prevailing knowledge and practices in the daily life of these professionals. It was also necessary to identify how the learning processes are related in the development of these practices. The study was conducted by using the methodology of life stories, by using videos of materials brought by the interviewees so that they could narrate their experiences from a real and visible situation. The interviews were carried out between the months of july and august 2014, with five cameramen from the same television station with different career time to enable the analysis of different perspectives. Based on the reports, it was possible to structure the career path that each interviewee came from, identifying the related knowledge. The description of the daily work of the cameramen allowed the understanding of the relationship between the knowledge acquired during the life story of each one and the (re) production practices and their learning processes. It was possible to prove that practices, knowledge and learning appear simultaneously during their work routines, be it with the verbal assistance of more experienced colleagues or through the observation and experience in different situations during the recording. Not only did the research indicate the complexity of the knowledge involved, which is linked to a number of heterogeneous practices, but also showed the industry peculiarities which have been elucidated during the conversations undertaken. In order to perform their tasks, the filmmakers adapt their bodies, already considering the recording equipment as an extension of them, and also adapt their minds, because the recordings required a great cognitive effort, related to the ability to improvise, to control emotions and to judge what is expected by the viewer. The study indicated the possibility of theoretical links between the concepts of knowing in practice and the reality experienced by the cameramen. It also indicated that knowledge is complex and linked to a network of practices; it is also learned and developed through relationships and experiences, which are driven by the needs of each image to be captured.

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Background: Government policy has placed greater emphasis upon health professional students gaining practical experience in real-world environments. Given the fairly new inception of the role of clinical educator in podiatry there is a paucity of research in the area of practice placement in podiatry. Research aims: Within an action research framework, the first phase focused upon exploring the capacity of clinical educators to engage with the role of mentoring, alongside the factors that might impact upon that capacity. The second phase of the project investigated the impact of a teaching tool within the placement area when utilised by clinical educators and students. Methods: The pilot study utilised established questionnaire development methods to create a survey and scale to measure clinical educators’ capacity to engage with the role. The second phase of the project used a range of qualitative data collection methods analysed using framework analysis to analyse the utility of the teaching and learning tool. Findings: Phase I resulted in a 70-item scale measuring the capacity of clinical educators to engage with the role of clinical educator and the identification of four independent variables predictive of a significant proportion of the variability of the dependent variable, capacity to engage with clinical education. Phase II confirmed the utility of the teaching and learning tool to support clinical educators and students during the placement period. An inductive placement model, explanatory of the super-complexity of the environment where the clinical educator endeavours to monitor, modify and manage the placement scope, was developed. Conclusions: In an area where research is currently scant, this study contributed to practice-based education in podiatry and to current understanding of how clinical educators undertake this complex and responsible role. This is an important area for research given the influence clinical educators have to shape and guide the next generation of podiatry professionals.

No description available.