INTRODUÇÃO: Este estudo tem como foco a educação de profissionais da saúde. Para responder às complexas necessidades dos fazeres e saberes em saúde deve haver a superação do modelo curricular fragmentado e exclusivamente uniprofissional. Políticas e programas de educação e saúde têm reorientado o processo de formação dos profissionais que atuam no cuidado em saúde a partir da ênfase na integralidade da atenção à saúde, participação no controle social e de currículos integrados e comprometidos com a melhoria das condições de vida da população. OBJETIVO: Compreender os significados da vivência multiprofissional na atividade de ensino ‘Práticas Integradas em Saúde I’ em cenários de prática do Sistema Único de Saúde (SUS)/Atenção Primária à Saúde (APS), analisando seu potencial para a educação interprofissional. METODOLOGIA: Trata-se de um estudo de caso de abordagem qualitativa, cujo campo de investigação foi a atividade de ensino integradora dos cursos da saúde – disciplina Práticas Integradas em Saúde I – da Universidade Federal do Rio Grande do Sul (UFRGS). A produção de dados foi constituída pela análise documental, formulário online, entrevistas individuais semiestruturadas com egressos, estudantes de graduação e gestor universitário (n=24), grupo focal com professores (n=11) e observação participante com registros em diário de campo. A amostra foi intencional definida pelo critério da saturação e densidade do material textual. Os dados foram interpretados pela análise temática de conteúdo de Bardin com o apoio do software ATLAS.ti (Visual Qualitative Data Analysis). O estudo teve aprovação do Comitê de Ética em Pesquisa da UFRGS e da Prefeitura Municipal de Porto Alegre. RESULTADOS: A disciplina integradora é um movimento contra-hegemônico ao modelo de formação uniprofissional. Seu aspecto inovador está expresso pelo caráter multiprofissional, oportunizando a convivência entre estudantes de graduação, professores universitários e profissionais da saúde de diferentes núcleos profissionais em cenários de prática do SUS. Essa inte(g)ração possibilitou aprendizagens sobre as diferentes profissões da saúde, organização de um trabalho em equipe pautado na colaboração , reconhecimento do trabalho na Estratégia de Saúde da Família, com destaque para o processo de trabalho do Agente Comunitário de Saúde, expressando valores da educação interprofissional (EIP). A disciplina integradora fomenta espaços de aproximação com o SUS, por meio da vivência nos territórios com equipes multiprofissionais da APS. Desafios pedagógicos de organização das atividades nos cenários de prática (planejamento das tutorias) e limitação de tempo e de espaços institucionalizados para o compartilhamento das experiências entre os estudantes que representam diferentes profissões foram destacados. CONSIDERAÇÕES FINAIS: A disciplina integradora apresenta-se como um potente cenário para o desenvolvimento da EIP na graduação. Para a consolidação da proposta de inte(g)ração da disciplina, momentos presenciais para o compartilhamento das percepções sobre a vivência no território entre os estudantes e professores devem ser garantidos, assim como espaços de educação permanente e continuada para os professores que dela participam. É fundamental que a Universidade invista na ampliação das atividades de ensino compartilhadas entre os cursos da saúde, e que a comunidade acadêmica se comprometa e se envolva na inte(g)ração. / INTRODUCTION: The present study aims the Health Professionals Education. To respond the complex needs of health practices and knowledge there must be an overcoming of the fragmented and exclusively uni professional curriculum model. Education and health policies and programs have redirected the process of training the different professions that work with health care giving emphasis on the integrality of attention to health, participation in social control, also with committed and integrated pedagogical programs, in order to improve the living conditions of the population. OBJECTIVE: To understand the meanings of multi professional experience in the teaching activity – ‘Integrated Practices in Health I’ - in practical scenarios of the Unified Health System/ Primary Health Care, analyzing its potential for inter professional education. METHODOLOGY: It is a case study with a qualitative approach whose field of research was the integrated teaching activity of the Health Courses - discipline ‘Integrated Practices in Health I’ - of the Federal University of Rio Grande do Sul (UFRGS). Data production consisted of documentary analysis, online forms, individual semi- structured interviews with graduates, undergraduate students and University manager (n=24), focus group with professors (n=11) and participant observation with field diary registration. The sample was intentional defined by the standard of saturation and density of the textual data. The data were interpreted by Bardin thematic analysis of content with support of the software ATLAS.H (Visual Qualitative Data Analysis). The study was approved by Research Ethics Committee of the Federal University of Rio Grande do Sul (UFRGS) and Porto Alegre City Hall. RESULTS: The integrative discipline is a counter-hegemonic movement to the uniprofessional training model. Its innovative aspect is expressed by the multi professional character allowing the coexistence between undergraduate students, university professors and health professionals from different professional backgrounds of the Unified Health System practice scenarios. This integration made it possible for students to learn about different health professions, the organization of a teamwork based on collaboration, the recognition of teamwork in the Family Health Strategy with emphasis on the work process of the Community Health Agent, expressing values of the inter professional education. In addition the integrative discipline encourages approaching spaces with the Unified Health System through living in territories with Primary Health Care multi professional teams. Pedagogical challenges of organizing activities in practice scenarios (planning the tutorials) and limitation of time and institutionalized spaces to share experiences among students, representing different professions were highlighted. FINAL CONSIDERATIONS: Integrative discipline presents itself as a potent scenario for the development of Inter professional education. For the consolidation of the proposal of a integrative discipline, face-to-face moments for sharing the living perceptions in the territory between students and professors must be assured, as well as spaces of permanent and continued education for the professors that are part in the project. It is essential that the University make investments in the expansion of teaching activities shared among the Health Courses, and that the academic community engages and engages with interaction.

INTRODUÇÃO: Este estudo tem como foco a educação de profissionais da saúde. Para responder às complexas necessidades dos fazeres e saberes em saúde deve haver a superação do modelo curricular fragmentado e exclusivamente uniprofissional. Políticas e programas de educação e saúde têm reorientado o processo de formação dos profissionais que atuam no cuidado em saúde a partir da ênfase na integralidade da atenção à saúde, participação no controle social e de currículos integrados e comprometidos com a melhoria das condições de vida da população. OBJETIVO: Compreender os significados da vivência multiprofissional na atividade de ensino ‘Práticas Integradas em Saúde I’ em cenários de prática do Sistema Único de Saúde (SUS)/Atenção Primária à Saúde (APS), analisando seu potencial para a educação interprofissional. METODOLOGIA: Trata-se de um estudo de caso de abordagem qualitativa, cujo campo de investigação foi a atividade de ensino integradora dos cursos da saúde – disciplina Práticas Integradas em Saúde I – da Universidade Federal do Rio Grande do Sul (UFRGS). A produção de dados foi constituída pela análise documental, formulário online, entrevistas individuais semiestruturadas com egressos, estudantes de graduação e gestor universitário (n=24), grupo focal com professores (n=11) e observação participante com registros em diário de campo. A amostra foi intencional definida pelo critério da saturação e densidade do material textual. Os dados foram interpretados pela análise temática de conteúdo de Bardin com o apoio do software ATLAS.ti (Visual Qualitative Data Analysis). O estudo teve aprovação do Comitê de Ética em Pesquisa da UFRGS e da Prefeitura Municipal de Porto Alegre. RESULTADOS: A disciplina integradora é um movimento contra-hegemônico ao modelo de formação uniprofissional. Seu aspecto inovador está expresso pelo caráter multiprofissional, oportunizando a convivência entre estudantes de graduação, professores universitários e profissionais da saúde de diferentes núcleos profissionais em cenários de prática do SUS. Essa inte(g)ração possibilitou aprendizagens sobre as diferentes profissões da saúde, organização de um trabalho em equipe pautado na colaboração , reconhecimento do trabalho na Estratégia de Saúde da Família, com destaque para o processo de trabalho do Agente Comunitário de Saúde, expressando valores da educação interprofissional (EIP). A disciplina integradora fomenta espaços de aproximação com o SUS, por meio da vivência nos territórios com equipes multiprofissionais da APS. Desafios pedagógicos de organização das atividades nos cenários de prática (planejamento das tutorias) e limitação de tempo e de espaços institucionalizados para o compartilhamento das experiências entre os estudantes que representam diferentes profissões foram destacados. CONSIDERAÇÕES FINAIS: A disciplina integradora apresenta-se como um potente cenário para o desenvolvimento da EIP na graduação. Para a consolidação da proposta de inte(g)ração da disciplina, momentos presenciais para o compartilhamento das percepções sobre a vivência no território entre os estudantes e professores devem ser garantidos, assim como espaços de educação permanente e continuada para os professores que dela participam. É fundamental que a Universidade invista na ampliação das atividades de ensino compartilhadas entre os cursos da saúde, e que a comunidade acadêmica se comprometa e se envolva na inte(g)ração. / INTRODUCTION: The present study aims the Health Professionals Education. To respond the complex needs of health practices and knowledge there must be an overcoming of the fragmented and exclusively uni professional curriculum model. Education and health policies and programs have redirected the process of training the different professions that work with health care giving emphasis on the integrality of attention to health, participation in social control, also with committed and integrated pedagogical programs, in order to improve the living conditions of the population. OBJECTIVE: To understand the meanings of multi professional experience in the teaching activity – ‘Integrated Practices in Health I’ - in practical scenarios of the Unified Health System/ Primary Health Care, analyzing its potential for inter professional education. METHODOLOGY: It is a case study with a qualitative approach whose field of research was the integrated teaching activity of the Health Courses - discipline ‘Integrated Practices in Health I’ - of the Federal University of Rio Grande do Sul (UFRGS). Data production consisted of documentary analysis, online forms, individual semi- structured interviews with graduates, undergraduate students and University manager (n=24), focus group with professors (n=11) and participant observation with field diary registration. The sample was intentional defined by the standard of saturation and density of the textual data. The data were interpreted by Bardin thematic analysis of content with support of the software ATLAS.H (Visual Qualitative Data Analysis). The study was approved by Research Ethics Committee of the Federal University of Rio Grande do Sul (UFRGS) and Porto Alegre City Hall. RESULTS: The integrative discipline is a counter-hegemonic movement to the uniprofessional training model. Its innovative aspect is expressed by the multi professional character allowing the coexistence between undergraduate students, university professors and health professionals from different professional backgrounds of the Unified Health System practice scenarios. This integration made it possible for students to learn about different health professions, the organization of a teamwork based on collaboration, the recognition of teamwork in the Family Health Strategy with emphasis on the work process of the Community Health Agent, expressing values of the inter professional education. In addition the integrative discipline encourages approaching spaces with the Unified Health System through living in territories with Primary Health Care multi professional teams. Pedagogical challenges of organizing activities in practice scenarios (planning the tutorials) and limitation of time and institutionalized spaces to share experiences among students, representing different professions were highlighted. FINAL CONSIDERATIONS: Integrative discipline presents itself as a potent scenario for the development of Inter professional education. For the consolidation of the proposal of a integrative discipline, face-to-face moments for sharing the living perceptions in the territory between students and professors must be assured, as well as spaces of permanent and continued education for the professors that are part in the project. It is essential that the University make investments in the expansion of teaching activities shared among the Health Courses, and that the academic community engages and engages with interaction.

This thesis researches the phenomenon ‘caring relationship’. The empirical studies in this thesis were carried out in China with the aim to describe the caring relationship in China through the lifeworld experiences of professional caregivers and patients. The result of this study will later on relate to a study of Swedish caring relationships. For this phenomenological study 9 patients, 10 medical and healthcare workers and 4 nursing tutors were interviewed. They were from 5 different medical and care units from two hospitals, one private clinic and a nursing school in Southern China. This study shows that caring relationship in China has many layers. Embedded in the basic interpersonal relationship is a ‘relationship of need’. The relationship carries a goal: to help the patient to restore a personal harmonic existence and regain the responsibility for their health. The relationship is temporary and normally ends when the goal is achieved. The relationship is initiated by the patients need for help. The two main actors in the caring relationship are the patient and the caregiver with their roles as care seeker and care provider. This study shows that to become a patient is a process of diminishing the natural ordinary self which makes the person feel vulnerable. Caregivers take a leading role which carries responsibility. They feel an obligation to use all their knowledge and resources for the benefit of the patients. They teach them how to live and how to stay healthy. A main function in the caring relationship is the transfer of knowledge. The caregivers feel the need to create a dialog to get access to the patients’ unique knowledge about themselves so that the caregiver’s general knowledge of health and care can be applied to the individual. Through the informal chats they share the patient’s experiences, emotions and history. It creates en opportunity for the interpersonal relationship to grow deeper and for the patient and the caregiver to meet as fellow human beings. In the Chinese caring relationship the patient’s family is included. It is considered to be every contributor’s duty to be responsible for oneself and for others. Mutual understanding and respect in a caring relationship are important in getting the patient back into balance.

<p>This thesis researches the phenomenon ‘caring relationship’. The empirical studies in this thesis were carried out in China with the aim to describe the caring relationship in China through the lifeworld experiences of professional caregivers and patients. The result of this study will later on relate to a study of Swedish caring relationships.</p><p>For this phenomenological study 9 patients, 10 medical and healthcare workers and 4 nursing tutors were interviewed. They were from 5 different medical and care units from two hospitals, one private clinic and a nursing school in Southern China.</p><p>This study shows that caring relationship in China has many layers. Embedded in the basic interpersonal relationship is a ‘relationship of need’. The relationship carries a goal: to help the patient to restore a personal harmonic existence and regain the responsibility for their health. The relationship is temporary and normally ends when the goal is achieved.</p><p>The relationship is initiated by the patients need for help. The two main actors in the caring relationship are the patient and the caregiver with their roles as care seeker and care provider. This study shows that to become a patient is a process of diminishing the natural ordinary self which makes the person feel vulnerable. Caregivers take a leading role which carries responsibility. They feel an obligation to use all their knowledge and resources for the benefit of the patients. They teach them how to live and how to stay healthy.</p><p>A main function in the caring relationship is the transfer of knowledge. The caregivers feel the need to create a dialog to get access to the patients’ unique knowledge about themselves so that the caregiver’s general knowledge of health and care can be applied to the individual. Through the informal chats they share the patient’s experiences, emotions and history. It creates en opportunity for the interpersonal relationship to grow deeper and for the patient and the caregiver to meet as fellow human beings.</p><p>In the Chinese caring relationship the patient’s family is included. It is considered to be every contributor’s duty to be responsible for oneself and for others. Mutual understanding and respect in a caring relationship are important in getting the patient back into balance.</p>

Le mot « relations d’affaires » n’est plus seulement une simple dénomination dans le « monde du business » ; en effet, la notion juridique de relations d’affaires intervient aujourd’hui comme étant une nouvelle catégorie juridique du droit notamment depuis la rédaction de l’ordonnance française n⁰ 2016-131 du 10 février 2016. Notre analyse va porter sur la consécration de la notion de relations d’affaires en droit positif français et libanais. Cette analyse aura pour intérêt principal de tenter d’esquisser une définition générale de la notion de relations d’affaires, de développer le cadre juridique dans lequel elle se forme et de déterminer les caractéristiques relatives à la notion de relations d’affaires. Une approche juridique de cette notion nous permet de préciser les contours du régime juridique de la notion de relations d’affaires tout en se basant, en grande partie, sur l’article L. 442-6-I, 5⁰ du Code de commerce français. L’analyse de l’équilibre économique et de la sécurité juridique des contractants va conduire à étudier non seulement les relations pré-contractuelles et contractuelles mais aussi le sort et les effets juridiques des relations d’affaires au stade post contractuel. On s’attachera dans une première approche, à éclaircir les domaines dans lesquels la notion de relations d’affaires est abordée en droit positif et essayer d’en préciser les éléments constitutifs. Et dans une deuxième approche, on analysera les effets juridiques de la notion de relations d’affaires au cours des diverses phases de la formation du contrat et des conséquences de la rupture du contrat sur lesdites relations / The word « business relations » is no longer only a denomination in the « business world »; in fact, the legal notion of business relations intervenes today as a new legal category of law, in particular since the drafting of French order No. 2016-131 in 10 February 2016. Our analysis will focus on the consecration of « business relations » in French and Lebanese positive law. This analysis has a principal interest to attempt to outline a general definition of the concept of « business relations », to develop the legal framework within which it is formed, and to determine the related characteristics of the business relations concept. A legal approach of this notion has enabled us to specify the legal framework of the business relations notion, this is largely based on article L. 442-6-I, 5⁰ of the French commercial code. The analysis of the economic equilibrium and the legal security of contractors will lead us to study not only the pre-contractual and contractual relations but also the condition and the legal effects of business relations at the post-contract stage. In a first approach, we will clarify the areas in which the notion of business relations is approached in positive law, and will try to specify its constituent elements. In a second approach, we will analyze the legal effects of the « business relations » notion during the diverse phases of the contract drafting and the consequences of the contract termination on those relations

Jusqu’ici en situation monopolistique et fonctionnant sur un mode politico-administratif, Gaz de Bordeaux est une industrie de réseau s’inscrivant désormais dans un marché concurrentiel. Cette étude de cas a cherché à cerner la nature et à mesurer les effets de la modernisation de ce service public local, aussi bien sur les systèmes de régulation sociale et les identités professionnelles, que sur les capacités d’action et les formes d’appropriation/résistance développées par les différentes catégories d’acteurs. D’un point de vue méthodologique, elle a combiné approches qualitative et quantitative et a cherché à articuler l’analyse du travail en train de se faire avec celle de l’action collective. Au moment où le travail gagne en intensité, au double sens de pression productive, mais aussi d’intérêt, l’entreprise apparaît trop irrespectueuse de la qualité du travail possible et des capacités mobilisables par les individus que le management moderne a précisément contribué à développer. Face à cette réorganisation du travail, les syndicats peinent de leur côté à saisir les enjeux contenus dans la relation de travail moderne et à traduire les plaintes individuelles renouvelées en revendications collectives. Parce que le développement de comportements individuels de retrait n’empêche pas les collectifs de travail de se recomposer sur de nouvelles bases, nous reconsidérons l’origine de la souffrance au travail et mettons en évidence un des problèmes majeurs lié à ses transformations contemporaines : celui qui se joue autour de ce que les salariés nomment « le travail bien fait » au moment même où le discours managérial affiche la qualité au centre de ses préoccupations. / Formerly in a monopolistic situation and running on a politico-administrative mode, Gaz de Bordeaux is a network industry now part of a competitive market. The present case study of this local public utility is meant to identify the nature of its modernisation and to measure its effects as well on the system of social regulations and professional identities, as on the capacities of action and forms of appropriation/resistance developed by the various categories of actors within the company. From a methodological point of view, we pledged ourselves with a combination of qualitative and quantitative approaches, aiming at articulating analysis of the work being done with that of collective action, both considered as linked realities. As work gains in intensity, in both senses of productive pressure (do more in less time and with fewer staff) and interest (given the need expressed by every person to come true by the reality of its work), the company appears as disrespectful of the quality of work possible and the capacities mobilized by individuals that modern management precisely contributed to develop. Faced with this reorganisation of work, labor unions struggle to grasp the issues at stake in modern employment relationships and translate individual complaints in renewed collective claims. Despite increasing individual withdrawal behaviours, working collectives recompose on new bases. We therefore revisit the origin of suffering at work; from its contemporary mutations, we present evidence for what we believe is one of its current major problems: the one at stake around what employees call a "well done work", at the very moment when management is concerned with quality.