Introdução- A universalidade complexa dos problemas ambientais exige uma educação ativa e transformadora. As presentes e as futuras gerações precisam ter a oportunidade de ter acesso a um conhecimento integral e atualizado que possibilite criar as bases necessárias para construção de uma nova cidadania universal que ao mesmo tempo valorize as características e capacidades regionais. A presente pesquisa desenvolveu-se a partir da disciplina Ciências Sociais numa Instituição privada de ensino superior da cidade de São Paulo envolvendo sete professores e oitenta e quatro alunos. Objetivos- Investigar como a temática ambiental tem sido tratada no currículo da disciplina de Ciências Sociais de uma Universidade privada de São Paulo e, com relação a isso, realizar observações sobre a práxis das aulas do pesquisador e propor alternativas para o ensino das conexões socioambientais, bem como identificar e analisar conhecimentos, opiniões, percepções e as práticas dos referidos alunos sobre a temática ambiental e verificar se os professores têm trabalho o conteúdo ambiental na disciplina de Ciências Sociais. Métodos- Os participantes responderam questionários que geraram dados submetidos à análise de conteúdo de BARDIN. Verificados os aspectos metodológicos e didáticos das práticas docentes, como a transversalidade, a interdisciplinaridade e o grau de assimilação dos conteúdos pelos alunos depois de ministrado o conteúdo, ainda que as questões socioambientais não constassem do conteúdo programático e da bibliografia da referida disciplina até o segundo semestre de 2012. Resultados- Todos os professores afirmaram abordar o tema ambiental, no entanto, a maioria achava que não tratava a questão como deveria, embora considerassem que poderia ser inserido transversalmente em todas as disciplinas devido à universalidade da temática. Tanto a complexidade do mundo contemporâneo como suas imposições econômicas e a devastação ambiental também justificariam a sua inclusão nas diferentes disciplinas e cursos. Esse fato foi atribuído um panorama histórico internacional e tradicionalista, muitas vezes inflexível, que exclui o ambiente da realidade social, em prol do antropocentrismo. Nos alunos, inicialmente foi constatada a falta de visão que considerava o ser humano como integrante de relações interdependentes entre os sistemas de vida e os recursos naturais. Situação modificada para a maior parte depois do conteúdo ambiental oferecido. Foi verificado nos alunos que tiveram o conteúdo ambiental com o pesquisador, o incremento no entendimento da relação entre ambiente e sociedade (de 42 por cento para 76 por cento ) e na compreensão da relação entre ambiente e cidade, bem como entre ambiente e qualidade de vida. Quanto à contribuição do conteúdo socioambiental estudado na disciplina Ciências Sociais, a maioria considerou entre boa e excelente. Quanto ao grau de mudança nos conhecimentos sobre o assunto, 49 por cento consideraram que houve grande mudança, 26 por cento que houve média mudança. Conclusões- Existe a premente necessidade de investimento em uma educação ambiental transversal que seja estimulante e enriquecedora para os alunos, bem como a preparação e melhoria continuada dos recursos humanos docentes para que se tornem atuantes e aptos a oferecer ampla formação integral sobre a temática socioambiental independente de estar formalmente incluída nos programas ou planos de ensino, conforme proposições sugeridas como recomendações do pesquisador, alternativas para o ensino das conexões socioambientais. / Introduction - The complexity of environmental problems requires an active and transformative education. The Current and future generations need to have the opportunity and access to a comprehensive and updated knowledge that enables to create the necessary construction of a new universal citizenship that simultaneously enhances the features and capabilities regional bases. This research was developed from the Social Science discipline at a private institution of higher education in the city of São Paulo and involving 84 students and seven professors. Objectives - Investigate how environmental issues have been addressed in the curriculum of the discipline of Social Science from a private University of São Paulo and, in this regard, make observations about the practice in class researcher and propose alternatives to the teaching of social and environmental connections as well as identify and analyze knowledge, opinions, perceptions and practices of those students about environmental issues and verify that teachers are working the environmental content in the discipline of Social Sciences. Methods - Participants completed questionnaires that generated data submitted to content analysis of BARDIN. Checked the methodological and didactic aspects of teaching practices, such as transversal, interdisciplinary studies and the degree of assimilation of the contents by the students after given content, although the environmental issues not included on the syllabus or the literature of the discipline until the second half of 2012. Results - All professors said addressing the topic, however, most felt that the issue was not as it should, although they considered to be inserted transversely in all subjects due to the universality of the theme. Both the complexity of the contemporary world as their economic constraints and environmental devastation also justify their inclusion in different disciplines and courses. This was attributed an international and historical overview traditionalist, often inflexible, which excludes the environment of social reality, in support of anthropocentrism. The students initially was indicated lack of vision that saw the human being as part of interdependent relationships between living systems and natural resources . Modified for the majority of content provided after the environmental situation. Increasing the understanding of the relationship between environment and society (42 per cent to 76 per cent ) and in understanding the relationship between environment and city was found in students as well as between the environment and quality of life. Regarding the contribution of environmental content studied in Social Science discipline, most considered between good and excellent. The degree of change in knowledge on the subject, 49 per cent thought that there was a great change, there was an average 26 per cent change. Conclusion - There is urgent need for investment in a transverse environmental education that will be stimulating and enriching for the students as well as the preparation and continuing improvement of human resources faculty to become active and able to offer wide extensive education, independently of environmental issues to be included in the formal programs of disciplines or educations plans, as propositions suggested as recommendations of the researcher, alternative for teaching social and environmental connections.

Introdução- A universalidade complexa dos problemas ambientais exige uma educação ativa e transformadora. As presentes e as futuras gerações precisam ter a oportunidade de ter acesso a um conhecimento integral e atualizado que possibilite criar as bases necessárias para construção de uma nova cidadania universal que ao mesmo tempo valorize as características e capacidades regionais. A presente pesquisa desenvolveu-se a partir da disciplina Ciências Sociais numa Instituição privada de ensino superior da cidade de São Paulo envolvendo sete professores e oitenta e quatro alunos. Objetivos- Investigar como a temática ambiental tem sido tratada no currículo da disciplina de Ciências Sociais de uma Universidade privada de São Paulo e, com relação a isso, realizar observações sobre a práxis das aulas do pesquisador e propor alternativas para o ensino das conexões socioambientais, bem como identificar e analisar conhecimentos, opiniões, percepções e as práticas dos referidos alunos sobre a temática ambiental e verificar se os professores têm trabalho o conteúdo ambiental na disciplina de Ciências Sociais. Métodos- Os participantes responderam questionários que geraram dados submetidos à análise de conteúdo de BARDIN. Verificados os aspectos metodológicos e didáticos das práticas docentes, como a transversalidade, a interdisciplinaridade e o grau de assimilação dos conteúdos pelos alunos depois de ministrado o conteúdo, ainda que as questões socioambientais não constassem do conteúdo programático e da bibliografia da referida disciplina até o segundo semestre de 2012. Resultados- Todos os professores afirmaram abordar o tema ambiental, no entanto, a maioria achava que não tratava a questão como deveria, embora considerassem que poderia ser inserido transversalmente em todas as disciplinas devido à universalidade da temática. Tanto a complexidade do mundo contemporâneo como suas imposições econômicas e a devastação ambiental também justificariam a sua inclusão nas diferentes disciplinas e cursos. Esse fato foi atribuído um panorama histórico internacional e tradicionalista, muitas vezes inflexível, que exclui o ambiente da realidade social, em prol do antropocentrismo. Nos alunos, inicialmente foi constatada a falta de visão que considerava o ser humano como integrante de relações interdependentes entre os sistemas de vida e os recursos naturais. Situação modificada para a maior parte depois do conteúdo ambiental oferecido. Foi verificado nos alunos que tiveram o conteúdo ambiental com o pesquisador, o incremento no entendimento da relação entre ambiente e sociedade (de 42 por cento para 76 por cento ) e na compreensão da relação entre ambiente e cidade, bem como entre ambiente e qualidade de vida. Quanto à contribuição do conteúdo socioambiental estudado na disciplina Ciências Sociais, a maioria considerou entre boa e excelente. Quanto ao grau de mudança nos conhecimentos sobre o assunto, 49 por cento consideraram que houve grande mudança, 26 por cento que houve média mudança. Conclusões- Existe a premente necessidade de investimento em uma educação ambiental transversal que seja estimulante e enriquecedora para os alunos, bem como a preparação e melhoria continuada dos recursos humanos docentes para que se tornem atuantes e aptos a oferecer ampla formação integral sobre a temática socioambiental independente de estar formalmente incluída nos programas ou planos de ensino, conforme proposições sugeridas como recomendações do pesquisador, alternativas para o ensino das conexões socioambientais. / Introduction - The complexity of environmental problems requires an active and transformative education. The Current and future generations need to have the opportunity and access to a comprehensive and updated knowledge that enables to create the necessary construction of a new universal citizenship that simultaneously enhances the features and capabilities regional bases. This research was developed from the Social Science discipline at a private institution of higher education in the city of São Paulo and involving 84 students and seven professors. Objectives - Investigate how environmental issues have been addressed in the curriculum of the discipline of Social Science from a private University of São Paulo and, in this regard, make observations about the practice in class researcher and propose alternatives to the teaching of social and environmental connections as well as identify and analyze knowledge, opinions, perceptions and practices of those students about environmental issues and verify that teachers are working the environmental content in the discipline of Social Sciences. Methods - Participants completed questionnaires that generated data submitted to content analysis of BARDIN. Checked the methodological and didactic aspects of teaching practices, such as transversal, interdisciplinary studies and the degree of assimilation of the contents by the students after given content, although the environmental issues not included on the syllabus or the literature of the discipline until the second half of 2012. Results - All professors said addressing the topic, however, most felt that the issue was not as it should, although they considered to be inserted transversely in all subjects due to the universality of the theme. Both the complexity of the contemporary world as their economic constraints and environmental devastation also justify their inclusion in different disciplines and courses. This was attributed an international and historical overview traditionalist, often inflexible, which excludes the environment of social reality, in support of anthropocentrism. The students initially was indicated lack of vision that saw the human being as part of interdependent relationships between living systems and natural resources . Modified for the majority of content provided after the environmental situation. Increasing the understanding of the relationship between environment and society (42 per cent to 76 per cent ) and in understanding the relationship between environment and city was found in students as well as between the environment and quality of life. Regarding the contribution of environmental content studied in Social Science discipline, most considered between good and excellent. The degree of change in knowledge on the subject, 49 per cent thought that there was a great change, there was an average 26 per cent change. Conclusion - There is urgent need for investment in a transverse environmental education that will be stimulating and enriching for the students as well as the preparation and continuing improvement of human resources faculty to become active and able to offer wide extensive education, independently of environmental issues to be included in the formal programs of disciplines or educations plans, as propositions suggested as recommendations of the researcher, alternative for teaching social and environmental connections.

Thesis (Ph.D.)--University of Western Sydney, 2009. / A thesis presented to the University of Western Sydney, College of Arts, School of Psychology, in fulfilment of the requirements for the degree of Doctor of Philosophy. Includes bibliographies.

Submitted by Erika Demachki (erikademachki@gmail.com) on 2016-10-11T19:39:06Z No. of bitstreams: 2 Dissertação - Weslei Passos dos Santos - 2016.pdf: 2179180 bytes, checksum: 0252eaa1ff4eef54b9735257a1d8237e (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Erika Demachki (erikademachki@gmail.com) on 2016-10-13T16:59:09Z (GMT) No. of bitstreams: 2 Dissertação - Weslei Passos dos Santos - 2016.pdf: 2179180 bytes, checksum: 0252eaa1ff4eef54b9735257a1d8237e (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2016-10-13T16:59:09Z (GMT). No. of bitstreams: 2 Dissertação - Weslei Passos dos Santos - 2016.pdf: 2179180 bytes, checksum: 0252eaa1ff4eef54b9735257a1d8237e (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2016-09-19 / To meet the needs of the new profile of health workers, arising from the new care model proposed by the National Health System, the Ministries of Health and Education signed a partnership and as strategies, built public policies to approach graduation the work process of services and consolidate changes in the training of these professionals. One such policy is the National Program for Reorientation of Vocational Training in Health (Pro-Health), created to guide the training of health professionals with emphasis on primary care and the other is the Education Program for Working for Health (PET- Cheers). The PET-Health has the focus in the Family Health Strategy (ESF) in order to promote the teaching-service-community integration, one of the pillars preceptorship health. This research analyzes the influence of the Pro and PET-Health at the primary care work process from the perspective of preceptors. The study included 43 professionals, nine of the ten health centers Family (CSF) participants in these programs, which performed the preceptor function. The data collection instrument was structured in two parts, the first being formed by demographic, professional and academic and the second part by a Likert scale consisting of 32 assertions distributed in four dimensions, which aimed to identify the perception of the respondents about the concept of health work process, the work process in primary care, the teaching-service partnership between the Pro and PET-Health and activities influenced by the Pro and PET-Health. Excel program for typing and data analysis was used. The results indicated that the participants had a satisfactory perception of those aspects related to the concept and the characterization of the work process in the FHS, but were more critical in their responses about the influence of the Pro and PET-health in primary care. Doctors, teachers, preceptors with ties to the PETHealth and those with more than three years in this role had good perception about the teaching-service partnership and the changes in the work process provided by the programs. We conclude that, despite the influence of the Pro and PET-Health have been perceived critically for some groups, the program consisted in an experience of great value, but the study shows the challenges that health services and institutions education have to motivate and provide equal conditions for the development of the work of all preceptors. / Para atender às necessidades do novo perfil dos trabalhadores da área da saúde, advindo do novo modelo de atenção proposto pelo Sistema Único de Saúde, os Ministérios da Saúde e da Educação firmaram parceria e, como estratégias, construíram políticas públicas com vista a aproximar a graduação do processo de trabalho dos serviços e consolidar as mudanças na formação desses profissionais. Uma dessas políticas é o Programa Nacional de Reorientação da Formação Profissional em Saúde (Pró-Saúde), criado para orientar a formação do profissional da saúde com ênfase na atenção básica e a outra é o Programa de Educação pelo Trabalho para a Saúde (PET-Saúde). O PET-Saúde tem o foco na Estratégia Saúde da Família (ESF) afim de, promover a integração ensino-serviço-comunidade, tendo como um dos pilares a preceptoria em saúde. Esta pesquisa analisa a influência do Pró e PET-Saúde no processo de trabalho da atenção básica sob a ótica dos preceptores. Participaram do estudo 43 profissionais, de nove dos dez Centros de Saúde da Família (CSF) participantes desses programas, que executavam a função de preceptor. O instrumento de coleta de dados utilizado foi estruturado em duas partes, sendo a primeira formada por variáveis demográficas, profissionais e acadêmicas e a segunda parte por uma escala do tipo Likert composta por 32 assertivas distribuídas em quatro dimensões, que visavam identificar a percepção dos respondentes à cerca do conceito de processo de trabalho em saúde, do processo de trabalho na atenção básica, da parceria ensino-serviço do Pró e PET-Saúde e das atividades influenciadas pelo Pró e PET-Saúde. Foi utilizado o programa Excel para digitação e análise dos dados. Os resultados indicaram que os participantes tiveram uma percepção satisfatória em relação aos aspectos relacionados ao conceito e a caracterização do processo de trabalho na ESF, porém se mostraram mais críticos em suas respostas à cerca da influência do Pró e PET-Saúde na atenção básica. Os médicos, os mestres, os preceptores com vínculo ao PET-Saúde e aqueles com mais de três anos nessa função tiveram boa percepção à cerca da parceria ensino-serviço e as mudanças no processo de trabalho proporcionado pelos programas. Conclui-se que, apesar da influência do Pró e PET-Saúde ter sido percebida de forma crítica para alguns grupos, os programas se constituíram em uma experiência de muito valor, entretanto o estudo mostra os desafios que os serviços de saúde e as instituições de ensino têm em motivar e oferecer condições iguais para o desenvolvimento do trabalho de todos os preceptores.

Aims: This study aims to use trainee counselling psychologists' conceptualisations and experiences to create a research-informed model of self-care and stress. In order to do this, the study integrated the basic tenets of humanistic psychology, theory relating to human potentiality and motivation, pluralistic practice and the relevant research literature around self-care and stress in trainee counsellors, psychotherapists and psychologists. Methods: The study was qualitative in nature and utilised a theory-building case study design. The research participants where 12 trainee counselling psychologists enrolled on a Professional Doctorate in Counselling Psychology in the United Kingdom. A research-informed model of self-care and stress was developed from the relevant research and theory literature. The findings from the 12 semi-structured interviews with the trainees were applied to this model in order to contextualise and refine it. Findings: The data from the interviews was analysed using a thematic analysis and the following categories and themes were discovered: category one - conceptualisations of self-care with caring for self, caring for others and self-actualising as its lower order themes; category two - self-care strategies, with keeping work-life in balance, caring for my physical well-being, getting support from other people and realising there is more to life as its lower order themes; category three -conceptualisations of stress with theoretical understandings of stress, physical impact of stress and psychological impact of stress as its lower order themes; the final category - sources of stress with demands and pressures, financial strains, unhealthy relationships and personal and professional development as its lower order themes. Discussion: The revised research-informed model suggests a number of goals, tasks and methods of self-care and a number of practical examples for each of these areas. According to the model, the goals of self-care involve nurturing trainees' potentiality to become fully functioning trainee counselling psychologists through learning to care for self, others and self-actualising. The tasks of self-care are promoting trainees' wellbeing through meeting their training needs (social support, academic, developmental and placement). Finally, the model suggests the methods of self-care should encourage intentional individual and organisational engagement in strategies which enable trainees to meet their training needs. The study recommends the model is applicable to counselling psychology regulatory bodies and training programmes, as well as individual trainee counselling psychologists. It also proposes further development of the model through research and testing.

The aim of my thesis is to: describe and analyze motivation, evaluation and remuneration of employees on the example of a successful modern society. Methodology is dividing the work into theoretical and analytical part. The theoretical part is focused on solving specific practices that related to the acquisition of the theoretical knowledge regarding motivation and it’s making effect on results of work performance of employees during the working process. The analytical part is dedicated to solve motivation in the company ROCHE, s. R. O. Solution of the research problem is to determine researching questions. Starting point are suggestions on the better implementation of motivation.

<p>Background: The global human resources for health crisis has affected Uganda deeply as is evidenced by grossly inadequate medical doctor to population ratios. Strategies to increase training and retention initiatives have been identified as the most promising ways to address the problem. In Uganda, the dual track tuition policy of higher education (called the Private Students Scheme or PSS) at the University of Makerere was initiated in the academic year 1993/94, to boost student intake and to supplement university revenue. However, the impact of this scheme on the enrolment and graduation of medical students at this University is unknown. Aim: This study aimed to assess the effect of the PSS on enrolment, time to completion, attrition and number of graduated medical students at Makerere University Medical School after (post-)&nbsp / the Private Students Scheme (PSS). Study design: A quantitative cross-sectional descriptive&nbsp / study based on a retrospective review of enrolment and graduation records of medical students was conducted comparing records of students enrolled five years before and after the&nbsp / privatisation scheme. Numbers enrolled, attrition rates, time to completion and graduation numbers were analysed. Results: There were 895 students enrolled in the study period, 612 (72.2%) males and 236 (27.6%) females. Pre- and post-PSS periods had 401 and 494 enrolments respectively (a net increase of 93 students). During the post-PSS period, 447 (90.5%) government&nbsp / sponsored students were enrolled - 351 (71.1%) males and 143 (28.9% females) / in the same period, 47 (9.5%) private students were enrolled, 30 (63.8%) male and 17 (36.2%) female.&nbsp / Graduation rates for the entire study period were 96% (859), which represented 44% (378) in the pre-PSS and 56% (481) in the post-PSS periods. Private students contributed 8.9% (43) of the graduates 9in the post-PSS period. The majority of students (90.4%) graduated in five years. Thirty four students (3.8%) dropped out in the entire period, constituting significantly more in the pre-PSS - 22 (5.5%) than in the&nbsp / post PSS-period - 12 (2.4%). Males were more likely to drop out: 31 males did so (4.4%) compared with 3 (1.2%) females. In the post-PSS period, males made up 83.3% (10/12) of the attrition&nbsp / rate. Nine of them were government sponsored while three were private students. Conclusions: The PSS resulted in a 10% increase in enrolments when compared to the pre-PSS period.&nbsp / Furthermore the number of private medical student enrolments contributed 8.9% of the total graduations indicating that PSS succeeded in increasing the number of medical doctors graduated at MUSM. More males than females enrolled across all the years which might indicate&nbsp / a tendency for females to pursue non-medical professions which should be discouraged. Attrition of students&nbsp / was low which is encouraging but the finding that males were more likely to drop out than females deserves attention.</p>

<p>Background: The global human resources for health crisis has affected Uganda deeply as is evidenced by grossly inadequate medical doctor to population ratios. Strategies to increase training and retention initiatives have been identified as the most promising ways to address the problem. In Uganda, the dual track tuition policy of higher education (called the Private Students Scheme or PSS) at the University of Makerere was initiated in the academic year 1993/94, to boost student intake and to supplement university revenue. However, the impact of this scheme on the enrolment and graduation of medical students at this University is unknown. Aim: This study aimed to assess the effect of the PSS on enrolment, time to completion, attrition and number of graduated medical students at Makerere University Medical School after (post-)&nbsp / the Private Students Scheme (PSS). Study design: A quantitative cross-sectional descriptive&nbsp / study based on a retrospective review of enrolment and graduation records of medical students was conducted comparing records of students enrolled five years before and after the&nbsp / privatisation scheme. Numbers enrolled, attrition rates, time to completion and graduation numbers were analysed. Results: There were 895 students enrolled in the study period, 612 (72.2%) males and 236 (27.6%) females. Pre- and post-PSS periods had 401 and 494 enrolments respectively (a net increase of 93 students). During the post-PSS period, 447 (90.5%) government&nbsp / sponsored students were enrolled - 351 (71.1%) males and 143 (28.9% females) / in the same period, 47 (9.5%) private students were enrolled, 30 (63.8%) male and 17 (36.2%) female.&nbsp / Graduation rates for the entire study period were 96% (859), which represented 44% (378) in the pre-PSS and 56% (481) in the post-PSS periods. Private students contributed 8.9% (43) of the graduates 9in the post-PSS period. The majority of students (90.4%) graduated in five years. Thirty four students (3.8%) dropped out in the entire period, constituting significantly more in the pre-PSS - 22 (5.5%) than in the&nbsp / post PSS-period - 12 (2.4%). Males were more likely to drop out: 31 males did so (4.4%) compared with 3 (1.2%) females. In the post-PSS period, males made up 83.3% (10/12) of the attrition&nbsp / rate. Nine of them were government sponsored while three were private students. Conclusions: The PSS resulted in a 10% increase in enrolments when compared to the pre-PSS period.&nbsp / Furthermore the number of private medical student enrolments contributed 8.9% of the total graduations indicating that PSS succeeded in increasing the number of medical doctors graduated at MUSM. More males than females enrolled across all the years which might indicate&nbsp / a tendency for females to pursue non-medical professions which should be discouraged. Attrition of students&nbsp / was low which is encouraging but the finding that males were more likely to drop out than females deserves attention.</p>

Made available in DSpace on 2014-12-17T14:46:38Z (GMT). No. of bitstreams: 1 JoseJAJ.pdf: 4288006 bytes, checksum: 88e1eb3aa202fb2b352400054f55b1ab (MD5) Previous issue date: 2008-10-31 / This study addresses the interdisciplinary training in perspective for the Brazilian Health System (SUS) in view of graduation students in the areas of health of Federal University of Rio Grande do Norte s (UFRN) former students of the course Health and Citizenship (SACI). Emphasizes also the importance of commitment to social policies, particularly with those focused on the area of health. This is a case study with a qualitative approach. There was the lifting of data through documental research, from 14 portfolios of learning, which are weekly records of students from the respective discipline, corresponding to 2005.2 to 2007.2 semesters. From the analysis undertaken, inferred that the methodology problematizing, used by the discipline, enables students to understand that learning is not restricted to the confined university walls. It shows the health from a complex and concrete social reality, allowing students to an interdisciplinary dialogue in search of the transformation of this reality. It means an opportunity to interact with the dynamics of society in their area of activities, developing a relationship of solidarity in the formation of the citizen. Moreover, it was clear the direction of experienced interdisciplinary and recognized by students of various professions that make up the discipline. Thus, the SACI in preparation for construction of SUS, helps to form a new professional, more committed to the promotion and with a collective work in health / O presente estudo aborda a interdisciplinaridade na perspectiva da forma??o para o Sistema ?nico de Sa?de (SUS) na ?tica de estudantes da ?rea da sa?de da Universidade Federal do Rio Grande do Norte (UFRN) egressos da disciplina Sa?de e Cidadania (SACI). Ressalta, igualmente, a import?ncia do compromisso com as pol?ticas sociais e, em particular, com aquelas voltadas para a ?rea da sa?de. Trata-se de um estudo de caso com abordagem qualitativa. Realizou-se o levantamento dos dados atrav?s de pesquisa documental, a partir de 14 portf?lios de aprendizagem, que s?o registros semanais dos estudantes da respectiva disciplina, correspondendo aos semestres 2005.2 a 2007.2. Da an?lise empreendida, inferiu-se que a metodologia problematizadora, utilizada pela referida disciplina, possibilita aos estudantes compreender que a aprendizagem n?o se limita aos restritos muros universit?rios. Ela situa a sa?de partindo de uma realidade social concreta e complexa possibilitando aos estudantes um di?logo interdisciplinar na busca da transforma??o desta realidade. Significa uma oportunidade de interagir com a din?mica da sociedade no seu espa?o de a??es, desenvolvendo uma rela??o de solidariedade na forma??o do cidad?o. Por outro lado, ficou evidente o sentido da interdisciplinaridade vivenciada e reconhecida pelos estudantes de diversas profiss?es que integram a disciplina. Desse modo, a SACI na perspectiva de constru??o do SUS, ajuda a formar um novo profissional, mais comprometido com a promo??o e com um trabalho coletivo em sa?de

Orientador: Rubia de Aguiar Alencar / Resumo: O suicídio é uma das 10 principais causas de morte no mundo. A cada 40 segundos, morre uma pessoa por suicídio, de modo que se tornou um problema de saúde pública e um agravo de notificação compulsória. A maior parte dos suicídios pode ser prevenida, basta observar o grande número de pessoas que esteve em consulta na Atenção Primária durante o prazo de um ano antes do fato. Assim, a identificação precoce do risco de suicídio é um dos fatores de prevenção. O presente estudo tem por objetivo propor e implementar oficinas problematizadoras sobre a abordagem à pessoa em sofrimento psíquico com comportamento suicida para os trabalhadores e gestores dos serviços da Atenção Primária à Saúde. Foi realizada uma pesquisa de natureza qualitativa-quantitativa conduzida por meio do referencial da pesquisa ação que, por sua vez, corresponde a uma estratégia metodológica e técnica que permite estruturar uma investigação social com maior versatilidade na elaboração e execução dos recursos utilizados na investigação. Para organização da oficina – realizada em três encontros – optou-se pela utilização do Arco de Charles Maguerez. Após a transcrição das narrativas e das gravações da oficina, os dados foram analisados segundo o referencial metodológico da Análise de Conteúdo, na vertente representacional e temática de Bardin. O produto desenvolvido foi a oficina constituída por três encontros que proporcionaram um espaço educativo, de reflexão da ação e integração teórico-prática no exercício pr... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: Suicide is one of the top 10 causes of death in the world. Every 40 seconds, aperson dies by suicide, so that it becomes a public health problem and a conditionof compulsory notification. Most suicides can be prevented, just look at the largenumber of people who were in consultation in Primary Care during the period ofone year before the fact. Thus, an early identification of suicide risk is one of thethreat factors. The present study aims to propose and implement workshops withproblems to approach the person in psychological distress with suicidal behaviorfor workers and managers of Primary Health Care services. A qualitativequantitative research was carried out through research of an action that, in turn,corresponds to a methodological and technical strategy that allows structuring asocial investigation with greater versatility in the execution and execution of theresources used in the investigation. To organize the workshop - held in threemeetings - choose the use of the Arch of Charles Maguerez. After transcribingthe narratives and recordings of the workshop, the data were analyzed accordingto the methodological framework of Content Analysis, in the representative andthematic aspect of Bardin. The product was developed for a workshop on threemeetings that offered an educational space, reflection on action and theoreticalpractical integration in professional practice. As a result, participants wereselected who develop strategies to lead or a... (Complete abstract click electronic access below) / Mestre