{"title":"跨部门网络专业人员对应对性别暴力的教育干预的看法","authors":"Lucimara Fabiana Fornari, R. Fonseca","doi":"10.1590/2177-9465-ean-2022-0317en","DOIUrl":null,"url":null,"abstract":"Abstract Objective to identify professionals’ perception about a qualifying educational intervention to cope with gender violence. Method a qualitative study, carried out with 28 professionals from Casas da Mulher Brasileira: Brasília (Distrito Federal), Campo Grande (Mato Grosso do Sul) and Curitiba (Paraná). Data collection took place through Critical-emancipatory Workshops, between October 2020 and October 2021. Speeches were subjected to thematic content analysis, and the images were analyzed using the documentary interpretation method, with the support of software. Results psychologists, social workers and administrative technicians participated in the study, most of whom had more than four years of work experience in the institution. Four empirical categories emerged from the analyses: Educational intervention as a motivation for knowledge construction; The importance of group dynamics for collaborative learning; The active methodology as a tool for professional recognition; Educational intervention as a possibility to (re)think professional practice. Conclusion and implications for practice professionals perceive the potential of educational intervention for understanding and transforming the reality of their work, made possible by the playful, critical, and participatory dynamics. Moreover, it allowed expanding and deepening knowledge to cope with gender violence.","PeriodicalId":30154,"journal":{"name":"Escola Anna Nery","volume":"1 1","pages":""},"PeriodicalIF":0.0000,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Intersectoral network professionals’ perspective on educational intervention to coping with gender violence\",\"authors\":\"Lucimara Fabiana Fornari, R. Fonseca\",\"doi\":\"10.1590/2177-9465-ean-2022-0317en\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Abstract Objective to identify professionals’ perception about a qualifying educational intervention to cope with gender violence. Method a qualitative study, carried out with 28 professionals from Casas da Mulher Brasileira: Brasília (Distrito Federal), Campo Grande (Mato Grosso do Sul) and Curitiba (Paraná). Data collection took place through Critical-emancipatory Workshops, between October 2020 and October 2021. Speeches were subjected to thematic content analysis, and the images were analyzed using the documentary interpretation method, with the support of software. Results psychologists, social workers and administrative technicians participated in the study, most of whom had more than four years of work experience in the institution. Four empirical categories emerged from the analyses: Educational intervention as a motivation for knowledge construction; The importance of group dynamics for collaborative learning; The active methodology as a tool for professional recognition; Educational intervention as a possibility to (re)think professional practice. Conclusion and implications for practice professionals perceive the potential of educational intervention for understanding and transforming the reality of their work, made possible by the playful, critical, and participatory dynamics. Moreover, it allowed expanding and deepening knowledge to cope with gender violence.\",\"PeriodicalId\":30154,\"journal\":{\"name\":\"Escola Anna Nery\",\"volume\":\"1 1\",\"pages\":\"\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2023-01-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Escola Anna Nery\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1590/2177-9465-ean-2022-0317en\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Escola Anna Nery","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1590/2177-9465-ean-2022-0317en","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 0
摘要
摘要目的了解专业人士对性别暴力教育干预的看法。方法采用定性研究方法,对来自Casas da Mulher Brasileira: Brasília(联邦区)、Campo Grande(南马托格罗索州)和Curitiba (paran)的28名专业人员进行研究。2020年10月至2021年10月期间,通过关键解放讲习班收集了数据。演讲采用主题内容分析,影像采用文献解读法分析,辅以软件支持。结果心理学家、社会工作者和行政技术人员参与了研究,其中大多数人在该机构工作了四年以上。从分析中可以得出四个经验范畴:教育干预作为知识建构的动机;小组动力对协作学习的重要性作为专业认可工具的主动方法论;教育干预作为一种可能(重新)思考专业实践。结论和对实践的启示专业人员认识到教育干预的潜力,理解和改变他们工作的现实,通过游戏、批判和参与的动态使之成为可能。此外,它还扩大和深化了应对性别暴力的知识。
Intersectoral network professionals’ perspective on educational intervention to coping with gender violence
Abstract Objective to identify professionals’ perception about a qualifying educational intervention to cope with gender violence. Method a qualitative study, carried out with 28 professionals from Casas da Mulher Brasileira: Brasília (Distrito Federal), Campo Grande (Mato Grosso do Sul) and Curitiba (Paraná). Data collection took place through Critical-emancipatory Workshops, between October 2020 and October 2021. Speeches were subjected to thematic content analysis, and the images were analyzed using the documentary interpretation method, with the support of software. Results psychologists, social workers and administrative technicians participated in the study, most of whom had more than four years of work experience in the institution. Four empirical categories emerged from the analyses: Educational intervention as a motivation for knowledge construction; The importance of group dynamics for collaborative learning; The active methodology as a tool for professional recognition; Educational intervention as a possibility to (re)think professional practice. Conclusion and implications for practice professionals perceive the potential of educational intervention for understanding and transforming the reality of their work, made possible by the playful, critical, and participatory dynamics. Moreover, it allowed expanding and deepening knowledge to cope with gender violence.
期刊介绍:
Anna Nery School Journal of Nursing is a vehicle for scientific communication sponsored by Anna Nery School of Nursing, Federal University of Rio de Janeiro, since 1997. The Journal''s mission is publishing an original manuscript related to Nursing, Healthcare and other areas of knowledge whenever there are interfaces in Health and Nursing Science.The journal will accept original manuscripts, developed by quantitative, qualitative, and mixed methods. It is also accepted studies such as reflections, essays, and systematized reviews. All those manuscripts should bring direct or indirect contributions to the historicity and practice of nursing care, to nursing education, to the development of new methodologies and technologies for caring, teaching, and research. It has a special interest in the studies developed with vulnerable populations whose findings directly contribute to broadening the nursing science that underlies ethical and human care.