ABSTRACT
Propósito/Contexto. Este artículo tiene como propósito indagar sobre la enseñanza universitaria de la ética, en ciencias de la salud, a través de una serie televisiva. Las experiencias formativas en esta área suelen enfocarse en la práctica profesional futura a través de casos clínicos breves, dejando relegado el ámbito educativo. Metodología/Enfoque. La metodología utilizada es mixta. Se toma como antecedente la herramienta REST para la evaluación de la sensibilidad ética a partir de la detección de elementos dilemáticos en un audiovisual y se realiza una experiencia de innovación docente con un fragmento de la serie Merlí donde se relata un caso de deshonestidad académica. Los estudiantes debían delimitar las situaciones dilemáticas del fragmento y articularlas con el código de ética universitario. El estudio incluye elementos cuantitativos de la detección de situaciones y principios éticos, y elementos cualitativos de análisis de contenido. Resultados/Hallazgos. Los resultados son, por un lado, la identificación de todas las situaciones del fragmento, focalizándose en mayor medida en aquellas que tienen como protagonistas a los docentes y, además, en las que implican una transgresión explícita de las normas. Los estudiantes pueden identificar situaciones dilemáticas pero les resulta más complejo vincularlas a los principios éticos. Discusión/Conclusiones/Contribuciones. La contribución principal del artículo es la advertencia sobre la relevancia de la aplicación y la reflexión sobre la ética en el ámbito universitario, a la vez que se destaca la utilidad del cine y las series televisivas en experiencias de innovación pedagógica en ética y bioética.
Purpose/Context. The purpose of this article is to investigate the university teaching of ethics in health sciences through a TV series. Training experiences in this area usually focus on future professional practice through brief clinical cases, leaving the educational field relegated. Methodology/Approach. The methodology used is mixed. The REST tool for the evaluation of ethical sensitivity is taken as an antecedent from the detection of dilemmatic elements in an audiovisual and an experience of teaching innovation is carried out with a fragment of the TV series Merlí where a case of academic dishonesty is reported. The students had to define the dilemmatic situations of the fragment and articulate them with the university code of ethics. The study includes quantitative elements of detection of situations and ethical principles, and qualitative elements of content analysis. Results/Findings. The results are, on the one hand, the identification of all the situations of the fragment, focusing more on the fact that they have teachers as protagonists, and also, those that imply an explicit transgression of the norms. Students can identify dilemmatic situations but find it more complex to link them to ethical principles. Discussion/Conclusions/Contributions. The main contribution of the article is to note the relevance of the application and the reflection on ethics in the uni-versity environment, while highlighting the usefulness of cinema and television series in experiences of pedagogical innovation in ethics and bioethics.
Purpose/Context. The purpose of this article is to investigate the university teaching of ethics in health sciences through a TV series. Training experiences in this area usually focus on future professional practice through brief clinical cases, leaving the educational field relegated. Methodology/Approach. The methodology used is mixed. The REST tool for the evaluation of ethical sensitivity is taken as an antecedent from the detection of dilemmatic elements in an audiovisual and an experience of teaching innovation is carried out with a fragment of the TV series Merlí where a case of academic dishonesty is reported. The students had to define the dilemmatic situations of the fragment and articulate them with the university code of ethics. The study includes quantitative elements of detection of situations and ethical principles, and qualitative elements of content analysis. Results/Findings. The results are, on the one hand, the identification of all the situations of the fragment, focusing more on the fact that they have teachers as protagonists, and also, those that imply an explicit transgression of the norms. Students can identify dilemmatic situations but find it more complex to link them to ethical principles. Discussion/Conclusions/Contributions. The main contribution of the article is to note the relevance of the application and the reflection on ethics in the university environment, while highlighting the usefulness of cinema and television series in experiences of pedagogical innovation in ethics and bioethics.
Subject(s)
Codes of Ethics , Creativity , Methodology as a Subject , Motion PicturesABSTRACT
En Medellín, varias experiencias organizativas de base, le han apostado a la construcción de proyectos que articulen la cultura desde lo educativo y el arte logrando otras relaciones de afecto y efecto en territorios de alta complejidad social; Es así que, la presencia y proyección de estos colectivos se ha convertido en un "creer en crear, desde lo local, desde lo propio". Ese es el caso de la experiencia organizativa del Colectivo "Nuestra Gente". Un proceso que tanto en su accionar organizativo como en su devenir histórico-político aparece trenzado con la herencia latinoamericana en los barrios de Medellín.
In Medellín, several fundamental organizational experiences, have been interested in the construction of projects, which can articulate culture from the educational and cultural points of view. This has helped to establish other relations of affect and effect in high-social complexity territories and high-armed violence. This, without necessarily taking into account Institutionality, which for this case is the municipal administration. That is how that the presence and the projection of these groups have become in "believing in creating, from the local, from what is proper." That is the case of organizational experience of the "Our People" group.
ABSTRACT
O presente artigo apresenta questões inerentes a uma experiência formativa do cultivo da atenção. O conceito de cultivo da atenção e as práticas a ele relacionadas surgem nas áreas da psicologia e das ciências cognitivas a partir de pesquisas que estabelecem interlocução com as tradições contemplativas orientais, as quais concebem a atenção como um potencial humano a ser cultivado no processo de conhecimento de si e do mundo. As articulações provenientes dessas pesquisas acabam por alargar o conceito de atenção e ampliar sua relação com a aprendizagem, comungando, assim, com visões, na área da educação, que lançam luz à complexidade dos processos atencionais. O estudo aqui apresentado refere-se a um projeto piloto de cultivo da atenção, realizado com crianças de 4 a 5 anos, em uma instituição de ensino não formal. Para tanto, utilizou o método da observação participante, em uma pesquisa qualitativa de cunho fenomenológico. A observação, contato com a experiência vivida, desdobrou-se na análise de três cenas significativas. Apresentamos neste relato de pesquisa a leitura e compreensão das diversas unidades de significado que se destacaram em uma das cenas, por estabelecerem uma relação entre a noção de cultivo e práticas lúdicas em um ambiente formativo. Neste sentido, o diálogo entre o cultivo da atenção e práticas educativas favorece a constituição de bases pedagógicas para a compreensão dos processos de atenção e os meios para a aprendizagem da atenção.
This research discusses issues about a formative experience of cultivating attention. The concept of cultivating attention, and the practices related to it, arises in the fields of psychology and cognitive sciences with the objective of establish a dialogue with the Eastern contemplative traditions, which conceive attention as a human potential to be cultivated into the process of knowledge of themselves and the world. The joints from these searches end up extende the concept of attention and their relationship with learning, communing with visions of education that focus on the complexity of attentional processes. The study refers to projectof cultivation of attention, conducted with children 4-5 years old, in a non-formal educational institution. To achieve this purpose, participant observation was applied in a qualitative study with phenomenological perspective. The observation, the contact with lived experience, unfolded in the analysis of three significant scenes. The reading and understanding of the units of meaning from one of these scenes are presented, because they establish relation between the notion of cultivating attention and ludic practices in an educational environment. The dialogue between the cultivating attention and educational practices contributes to build up pedagogic bases for understanding attentional processes and to design means for learning of attention.
Este artículo plantea aspectos inherentes de una experiencia para el cultivo de la atención. Este concepto y sus prácticas son decorrentes del campo de la psicología y del campo de las ciencias cognitivas contemporáneas, con el diálogo con las tradiciones contemplativas orientales, que conciben la atención como un potencial humano que es cultivado en el proceso de conocimiento de sí y de conocimiento del mundo. Las articulaciones entre las investigaciones amplían el concepto de atención y su relación con el aprendizaje, en comunión con visiones presentes en la educación, que arrojan luz sobre la complejidad de los procesos atencionales. El presente estudio es de un proyecto piloto para el desarrollo del proceso atencional, realizado con niños de 4-5 años en una institución de educación no formal. La observación participante fue utilizada en un estudio cualitativo de naturaleza fenomenológica. La observación, lo contacto con la experiencia vivida, ha sido utilizada para el análisis de tres escenas significativas. Presenta-se la lectura y la comprensión de unidades de significado de una dentre estas escenas, que establecen relación entre las prácticas de cultivo atencional y actividades lúdicas en un ambiente educativo. Lo diálogo entre lo desarollo atencional y las prácticas educativas possibilitan el construcción de bases pedagógicas para la comprensión de los procesos atencionales y la planificación para la aprendizaje de la atención.