ABSTRACT
Este artigo objetiva refletir acerca das interações entre formação e ação ergonômica, especificamente, na perspectiva da Ergonomia da Atividade. Seu ponto de partida é a trajetória histórica dessa interface, sinalizando dilemas e alternativas pautadas nas relações entre análise do trabalho e ações formativas. Seus desdobramentos são explorados a partir do "paradigma da formação de atores na e pela análise do trabalho, para e pela ação", ancorado na interdependência entre formação e transformação das condições de trabalho. Conclui-se que este paradigma abre novas vias de análise sobre a sustentabilidade da ação ergonômica e sobre a luta pela saúde.(AU)
This article aims to reflect on the interaction between training and ergonomics' action, specifically, from the Activity-centered Ergonomics perspective. Its starting point is the historical trajectory of this interface, signaling dilemmas and alternatives based on work analysis and training programs relations. Its developments are explored from the "paradigm of training in and by the analysis of work, to and by action", anchored in the interdependence between training and working conditions transformation. It is concluded that this paradigm opens new avenues of analysis on the sustainability of the ergonomics' action and on the struggle for health.(AU)
Subject(s)
Working Conditions , Occupational Health , ErgonomicsABSTRACT
Introducción: la investigación-acción es un método científico que permite vincular el estudio de los problemas y necesidades de formación en un contexto determinado con programas de acción social, de manera que se logren de forma simultánea conocimientos y cambios sociales. Dado el encargo social del Ministerio de Salud Pública y la problemática identificada en la esfera de la información de salud para el desarrollo estratégico de programas y servicios, se aplica la investigación-acción como investigación educativa para el diseño e implantación de la carrera de Sistemas de Información en Salud. Objetivo: describir el proceso metodológico en el diseño, implantación y perfeccionamiento de la carrera de tecnología de la salud en Sistemas de Información en Salud aplicando la investigación-acción como método científico. Métodos: se aplicaron los pasos del proceso de investigación-acción. Se evaluó en 5 provincias de las 8 que iniciaron esta formación en el 2003. El proyecto se asumió en 8 procesos que se describen y corresponde a las 4 etapas: observación, planificación, acción y reflexión. Se incluyeron en el estudio 70 docentes y 17 expertos, que cumplían los requisitos de inclusión, aplicando varios métodos para la obtención de la información requerida y el seguimiento de las acciones. Resultados: se describe la metodología utilizada en cada etapa de trabajo investigativo y se muestran las acciones y resultados alcanzados en cada paso ejecutado. Conclusiones: la investigación-acción es un método científico eficaz para el diseño curricular, control, implantación y perfeccionamiento del plan de estudios y proceso docente
Introduction: The research/action is a scientific method that allows linking the study of formative problems and requirements in a particular setting with the social action process, so that social changes and knowledge can be reached simultaneously. Given the social task of the Ministry of Public Health and the set of problems detected in the health information sphere for the strategic development of programs and services, the research/action method is applied in the form of educational research for the design and incorporation of the health information systems. Objective: To describe this methodological process in the design, the implementation and the improvement of the health technology career focused on health information system by using the research/action as the scientific method. Methods: The steps of the research/action method were followed and evaluated in 5 out of the 8 provinces that had started this type of formation in 2003. The 8 processes included in the project were described and they covered the 4 stages: observation, planning, action and reflection. The study comprised 70 professors and 12 experts who met the inclusion criteria. Several methods served to gather the required data and to follow up the actions. Results: Description of the methodology in each phase of the research as well as the presentation of the actions and achieved outcomes in each implemented step. Conclusions: The research/action is an effective scientific method for the design, control, implementation and upgrading of the curricula and of the educational process
Subject(s)
Curriculum , Health Information Systems , Research/education , CurriculumABSTRACT
O presente artigo tem como objetivo anunciar os marcos metodológico-vivenciais da pesquisa-ação, que, como instrumento de escuta, foi registrando os sonhos, a coragem, o desejo de crescimento e a participação tecida coletivamente de informantes aprendizes movidos pela busca da garantia de direitos. Este estudo, portanto, estandar diza a principal interface da pesquisa-ação: a relação de equivalência entre o aprendiza do da cidadania e as conquistas sociais.
This article is aimed to announce the methodological and experiential land marks of a research-action. As an instrument of listening, the research has recorded the dreams, the courage and the growth of the desire, as well as the collective participation of the informant-learners, driven by the search for the rights assurance. Therefore, this study standardizes the main interface of the research-action: the equivalence relationship between citizenship learning and social achievements.