Construction and application of pre-job training program for new nurses based on transformative learning / 中华医学教育探索杂志

Objective:To construct a new nurse pre-job training program based on transformative learning and explore its preliminary application effect.Methods:A quasi-experimental study was conducted, and 52 new nurses enrolled in 2019 in a three-A hospital of Hangzhou were randomly divided into experimental group ( n=26) and control group ( n=26). The experimental group adopted transformative learning based pre-job training program for new nurses, while the control group adopted traditional pre-job training program for new nurses. SPSS 20.0 and Microsoft Excel 2010 were performed for data processing, and t test and Fisher's exact probability test were used for statistical analysis. Results:After the training, the comparison of two groups of new nurses showed that, the total score of clinical core competence of the experimental group (226.62±32.84) was higher than that of the control group (197.00±29.54), the total score of self-efficacy of the experimental group (28.46±4.94) was higher than that of the control group (24.31±4.76), the total score of the transition shock of the experimental group (77.23±14.13) was lower than that of the control group (91.27±17.98), and the mean value of clinical assessment of the experimental group (73.16±17.05) was higher than that of the control group (61.58±14.24), all with statistical significance ( P<0.05). Conclusion:The pre-job training program for new nurses based on transformative learning can improve the clinical ability and self-efficacy of new nurses, reduce the transition shock of new nurses, and have a profound impact on their career.

From nightingale to now: Transforming global collaboration in pandemics

@#This article aims to investigate the transformative potential of a global pandemic treaty, focusing on the critical role of Filipino nurses in addressing global health challenges and promoting equitable healthcare systems. Inspired by Florence Nightingale's legacy, the article outlines ten steps for transformative international collaboration. It highlights the critical need for improved global cooperation in response to the projected shortage of health workers by 2030. It advocates for a treaty prioritizing healthcare worker protection, equitable resource distribution, and nursing migration solutions. Nurses' valuable insights and perspectives must be considered by actively involving them in treaty development and implementation. The study employs an informed presentation methodology, connecting Nightingale's inspirational words to today's global health challenges, such as the COVID- 19 pandemic. Key findings highlight the treaty's transformative potential in governance, early warning systems, preparedness and response, research and development, capacity building, ethical considerations, financing, the One Health approach, and climate change. The treaty can strengthen healthcare systems, protect public health, and create a resilient and equitable future in global health by empowering nurses and fostering international collaboration.

Critical collaborative research: epistemic-ontological locus for the education of educators and researchers as agents of personal and collective transformation / Pesquisa crítica de colaboração: lócus epistemo-ontológico para a educação de educadores e pesquisadores como agentes de transformações pessoais e coletivas / Investigación crítica colaborativa: locus epistemo-ontológico para la formación de educadores y investigadores como agentes de transformaciones personales y colectivas

This text discusses the Critical Collaborative Research known in Brazil as PCCol ­ Pesquisa Crítica de Colaboração - which is a practical-theoretical approach used in the development of investigations that focus on understanding and often challenging knowledge production and actions so as to promote de organization of decolonial-and-inclusive schools. Standing on Marxian, Vygotskian and Freirean underpinnings, the text was written from the recordings of two classes delivered by the authors in a Graduate Course called Critical Research Methodologies, with participation of some guest professors, such as Maria Cecilia Camargo Magalhães, who also authors this paper. The text is organized from the speeches of the authors on two occasions in which they collaboratively delivered lessons about PCCol, as well as the questions and interventions from the other course participants. The writing procedure interweaves speeches, treated as data, and their analyses, treated as the actual discussion of some of the concepts that base the Research Methodology itself, and that include relational and transformational agency, the Freirean notion of data production from the South rather than the North, professional practice that is personal and collectively responsive, but more specifically, we will discuss the role played by language for the implementation of collaborative interactions, as well as how this type of language is organized. (AU)

Este texto discute a Pesquisa Crítica de Colaboração (PCCol), uma abordagem prático-teórica utilizada no desenvolvimento de trabalhos voltados à compreensão de conhecimentos e modos de agir, assim como ao questionamento destes, de modos a promover a formação de uma escola decolonial-e-inclusiva. De base marxiana, freiriana e vygotskiana, o texto foi escrito a partir de duas aulas ministradas no Curso "Critical Research Methodologies", com a presença de professores convidados como a segunda autora deste texto, Maria Cecília C. Magalhães. O presente artigo foi organizado a partir das falas e perguntas dos participantes das duas aulas ministradas por Fidalgo e Magalhães sobre a PCCol, que foram gravadas e transcritas. Em outras palavras, o artigo trará dados produzidos das exposições teórico-metodológicas das apresentadoras e das perguntas e intervenções dos demais participantes, intercaladas de discussão epistemo-metodológica dos conceitos que embasam a PCCol, tais como desenvolvimento da agência relacional e transformadora, a emergência de uma prática profissional pessoal e coletiva responsiva, mas mais fortemente sobre o papel da linguagem na colaboração e como esta se organiza. (AU)

Ese texto aborda la Investigación Colaborativa Crítica (PCCol), cuál enfoque teórico-práctico utilizado en el desarrollo de trabajos destinados a comprender saberes y modos de actuar, así como cuestionarlos, de manera que promuevan la formación de una escuela descolonial-e-inclusiva. Con base marxista, freireana y vygotskiana, el material ha sido escrito a partir de dos clases dictadas en el Curso "Metodologías de Investigación Crítica", además de profesores invitados como la segunda autora de este texto, Maria Cecília C. Magalhães. El presente artículo fue organizado a partir de las charlas, intervenciones y preguntas de los participantes de las dos clases impartidas por Fidalgo y Magalhães acerca de la PCCol, que han sido grabadas y transcritas. En otros términos, el artículo traerá datos producidos a partir de las exposiciones teórico-metodológicas de los expositores y de las preguntas e intervenciones de los demás participantes, interpuestos con una discusión epistemológica-metodológica de los conceptos que subyacen la PCCol, como el desarrollo de relaciones y agencia trasformadora, el surgimiento de una práctica profesional personal y colectiva comprometida, pero más fuertemente acerca del papel del lenguaje en la colaboración y cómo esa se organiza. (AU)

A Critique On Learning Theory

Learning in humans is an extremely complex process.Many theories have been espoused to explain the learning process. However, no single theory can fully explain how learning process occurs. There is no clear cut demarcation between the theories. Their boundaries seem to be overlapping with each other. Cognitive psychologists have explained how learning takes place from different perspectives. The major traditional schools of thought concerning learning include behaviourist, cognitivist, and constructivist schools. Socio-cultural, situated and activity theories of learning have emerged more recentlythroughunderstanding the ways in which students learn, teachers can help them learn by planning the most effective way to learn. The appropriateness of any learning theory depends on the context. A blend of learning theories is suitable most of the times.

Educational goals for college students diagnosed with disabilities: from individualist to transformative activist agenda / Metas educacionais para universitários diagnosticados com deficiência: de uma proposta individualista à ativista transformadora / Metas educacionales para estudiantes universitarios diagnosticados con discapacidad: de una propuesta individualista a una activista transformadora

Due to the legal protections and the effects of inclusive reforms introduced in the U.S. in the last decades, the number of students diagnosed with disabilities (SDWD) entering post-secondary education in the country has steadily increased. Nevertheless, SDWD remain significantly underrepresented among the college student population and their graduation rates are lower than those of their able-bodies peers'. Common explanations of unequal outcomes of SDWD in college have invoked issues related to students' transitioning from high school to college and inadequate provision of diversified and adequate support. In this paper, I critically examine the scholarship on academic success of SDWD in higher education that shape institutional discourses and practices around educational and life goals for SDWD. My analysis reveals that narrowly individualistic notions of personal responsibility, autonomy, self-determination and self-advocacy skills dominate such practices and discourses. My contention is that a focus on achieving independence as the ultimate educational goal for SDWD reproduces ableistic assumptions and ultimately disempowers those students. Merging insights from critical disability studies with the Vygotskian socio-historical theory expanded by the Transformative Activist Stance, I propose a radical reconceptualization of developmental goals for SDWD away from the notion of independence of individual learners toward focusing on interdependence, reciprocity, relationality, connectedness and collective agency.

Devido às proteções legais e aos efeitos das reformas inclusivas introduzidas nos EUA nas últimas décadas, o número de alunos diagnosticados com deficiência (SDWD) ingressando no ensino superior no país tem aumentado constantemente. Entretanto, o aluno diagnosticado com deficiência permanece significativamente sub-representado e apresenta taxas de graduação menores entre a população de estudantes universitários. Explicações comuns de desfechos desiguais de alunos com deficiência na faculdade têm invocado questões relacionadas à transição dos alunos do ensino médio para a faculdade e a oferta inadequada de apoio adequado e diversificado. Neste artigo, examina-se criticamente a bolsa de estudos e o sucesso acadêmico dos alunos com deficiência no ensino superior, que molda discursos institucionais e práticas em torno das metas educacionais e de vida para os alunos com deficiência. A análise revela que noções estritamente individualistas de responsabilidade pessoal, autonomia, autodeterminação e habilidades de autodefesa dominam tais práticas e discursos. Discute-se que o foco em alcançar a independência como o objetivo educacional final para o aluno com deficiência reproduz discriminações; em última instância, descapacita esses alunos. Unindo a abordagem de estudos críticos de incapacidade com a teoria sócio histórica vygotskiana expandida pelo Posicionamento Ativista Transformador, propõe-se uma reconceitualização radical dos objetivos de desenvolvimento para o aluno com deficiência, longe da noção de independência dos alunos individuais para focar na interdependência, reciprocidade, conectividade e na importância das relações e ações coletivas.

Debido a las protecciones legales y a los efectos de la reformas inclusivas introducidas en los EE.UU en las últimas décadas, el número de estudiantes diagnosticados con discapacidades que ingresan en la educación superior en el país ha aumentado constantemente. Sin embargo, el número de estudiantes diagnosticados con discapacidad sigue siendo muy pequeño entre la población de estudiantes universitarios y, sus notas de graduación son mas bajas que que las de sus compañeros sin discapacidad. Las explicaciones comunes de esta disparidad entre los estudiantes con discapacidades e sus compañeros sin discapacidad en la universidad han planteado problemas relacionados con la transición de la secundaria a la universidad y la provisión inadecuada de suporte diverso y adecuado. Este artículo examina críticamente los estudios sobre el éxito académico de las personas con discapacidades en la educación superior que respaldan los discursos y prácticas institucionales en torno a las metas educacionales y de vida de los estudiantes diagnosticados con discapacidad. El análisis revela que estas comunicaciones y prácticas son el resultado de una "estrecha" noción individualista de responsabilidad personal, autonomía, autodeterminación y habilidades de autodefensa que dominan tales discursos y prácticas. Se argumenta que el enfoque en el logro de la independencia como objetivo educativo último para los estudiantes con discapacidad reproduce la discriminación; en última instancia, fragiliza a estos estudiantes. Uniendo el enfoque de los estudios críticos de la discapacidad con la teoría socio histórica vygotskiana ampliada por la Postura Activista Transformadora, proponemos una reelaboración radical de los objetivos de desarrollo para los estudiantes diagnosticados con discapacidad, lejos de la noción de independencia de el alumno individualmente, para enfocarse en la interdependencia, reciprocidad, conectividad y la importancia de las relaciones y acciones colectivas.

O uso do tatadrama como possibilidade de transformação na preparação para a aposentadoria / The use of the tatadrama as a possibility for transformation in preparation for retirement / El uso del tatadrama como una posibilidad de transformación en preparación para la jubilación

Este artigo descreve um Sociodrama por meio do Tatadrama: Novos tempos, novos rumos, em um Programa de Preparação para Aposentadoria, oferecido aos servidores do Tribunal de Justiça do Estado de São Paulo. O Sociodrama trata as relações intergrupais e atua para promover a mobilização dos sentimentos nos grupos por meio da catarse de integração que possibilita a elaboração da vivência. O Tatadrama é a transformação através da ação, método que busca no Psicodrama e na cultura popular das Bonequeiras no Pé de Manga do Crato, Ceará, os instrumentos de mudança e a simbologia do encontro consigo mesmo. ​A aprendizagem se dá por meio da vivência grupal e no compartilhamento, onde surge o sentimento de pertencimento e de transformação.

This article describes a Sociodrama through the Tatadrama: New times, new directions, in a Retirement Preparation Program, offered to the employees of the Court of Justice of the State of São Paulo. Sociodrama deals with intergroup relations and acts to promote the mobilization of feelings in groups through the catharsis of integration which allows the elaboration of life’s experience. Tatadrama is the transformation through action, a method that seeks in Psychodrama and the popular culture of Bonequeiras in Pé de Manga from Crato, Ceará, the instruments of change and the symbolism of the encounter with oneself. Learning takes place through group experience and sharing, where the feeling of belonging and transformation emerges.

Este artículo describe un Sociodrama a través del Tatadrama: Nuevos tiempos, nuevas direcciones, en un Programa de preparación para la jubilación, ofrecido a los empleados del Tribunal de Justicia del Estado de São Paulo. El sociodrama se ocupa de las relaciones intergrupales y actúa para promover la movilización de sentimientos en grupos a través de la catarsis de integración que permite la elaboración de la experiencia. Tatadrama es la transformación a través de la acción, un método que busca en Psicodrama y la cultura popular de Bonequeiras en Pé de Manga de Crato, Ceará, los instrumentos de cambio y el simbolismo del encuentro con uno mismo. El aprendizaje se lleva a cabo a través de la experiencia grupal y el intercambio donde surge el sentimiento de pertenencia y transformación.

Construção colaborativa de um fluxo de atendimento a crianças e adolescentes expostos ao trabalho: aplicação do método de estimulação dupla / Construcción colaborativa de un flujo de atención a niños y adolescentes expuestos al trabajo: aplicación del método de estimulación doble / Collective development of a flow of care for children and teenagers exposed to work: using the double stimulation method

Em Limeira, cidade do estado de São Paulo, Brasil, houve o reconhecimento da existência de trabalho infantil ligado ao setor de produção de bijuterias como problema de saúde pública. Uma das iniciativas da sociedade civil e entes governamentais foi a criação da Comissão de Erradicação do Trabalho Infantil (Cometil), para coordenar o processo de atendimento integrado a crianças e adolescentes. O objetivo deste artigo é mostrar como ocorreu a construção de soluções integradas por meio da utilização do método de estimulação dupla usado na intervenção formativa (laboratório de mudança) aplicada na Cometil. Os dados para análise e identificação de ações agentivas e aprendizagem expansiva provêm da transcrição da discussão do caso de ingestão acidental de ácido por uma criança. Os resultados mostram que o método de estimulação dupla permitiu aos atores visualizar lacunas nos serviços prestados pela rede e desenhar novo fluxo de atendimento.(AU)

En la ciudad de Limeira (estado de São Paulo, Brasil) hubo el reconocimiento de la existencia de trabajo infantil vinculado al sector de producción de bisuterías como problema de salud pública. Una de las iniciativas elaboradas por la sociedad civil y entes gubernamentales fue la creación de la Comisión de Erradicación de Trabajo Infantil (COMETIL) para coordinar el proceso de atención integrando a niños y adolescentes. El objetivo de este artículo es mostrar cómo ocurrió la construcción de soluciones integradas a partir de la utilización del método de estimulación doble utilizado en la intervención formativa (laboratorio de cambio) aplicado con el COMETIL. Los datos para análisis e identificación de acciones de agencia y aprendizaje expansivo provienen de la transcripción de la discusión del caso de ingestión accidental de ácido por parte de un niño. Los resultados muestran que el método de estimulación doble permitió que los actores viesen las lagunas en los servicios prestados por la red y diseñasen un nuevo flujo de atención.(AU)

In Limeira, a city in the state of São Paulo, Brazil, child labour in the production of costume jewellery was recognized as a public health issue. One of the actions taken by civil society and government departments was to create a Committee for eradication of child labour (COMETIL), and to coordinate integrated care services for children and teenagers. This article aims to show how integrated solutions were built, using as a starting point the double stimulation method in a formative intervention (Change Laboratory) at the COMETIL. Data for analysis and identification of agentive actions and expansive learning came from transcripts of a case discussion, of accidental ingestion of acid by a child. Results show that the double stimulation method helped actors to see the flaws in services provided by the town's network and to design a new flow of care.(AU)

How can health and gender goals of the Sustainable Development Goals (SDGs) be pursued in synergy?: a comparative analysis between Japan and the United Kingdom / 国際保健医療

Introduction  The objective of this study was to identify measures Japan should take to achieve health (goal 3) and gender (goal 5) goals of the Sustainable Development Goals (SDGs) in synergy by comparing the status of health and gender in Japan and the United Kingdom based on gender analysis.Methods  In-depth interviews were conducted with 8 gender experts and 2 obstetrician/gynecologists in Japan and 9 informants in government, civil society and academia in the UK. The status of sexual and reproductive health and rights (SRHR) and measures against gender-based violence were elaborated. Qualitative content analysis was conducted on the transcripts of the interview audio-records.Results  We have compared contraception and abortion, control of sexually transmitted infections, sexuality education, measures against breast and cervical cancers and measures against gender-based violence in Japan and the UK. Significant differences were noted in contraception and abortion, sexuality education and measures against gender-based violence. There were four areas where the UK applied gender-transformative measures (measures that address not only the condition of women but also the gender relations between men and women and social status of women) whereas Japan has not yet applied such measures: 1) Ensuring selection of a wide range of contraceptive methods with low price, 2) Enabling abortion solely based on the decision by women, 3)Comprehensive sexuality education that includes gender and human relationship, and 4) Setting an integrated strategy against gender-based violence. Conclusion  Japan can strive for both health and gender goals of the SDGs by addressing above four aspects. Promotion of civil society participation in policy decision and increased proportion of female parliamentarians will help address these aspects.

Prelúdio de uma ética do feminino / Prelude to an ethics of the feminine / Preludio de una ética de lo femenino / Prélude d'une éthique du féminin

Neste texto, a autora reconhece, na atualidade, uma mutação antropológica que faz das mulheres uma força emergente, e procura responder se a psicanálise pode e deve se fazer ouvir nessa nova fase do mal-estar na civilização. Considerando que o feminino tem sido rejeitado na esfera de interesse da ética, a autora observa que a psicanálise rompe com essa exclusão. A partir da ideia de Simone de Beauvoir de que "não se nasce mulher, torna-se mulher", e por meio da escuta clínica, são apresentadas algumas etapas do porvir do feminino.

In this article the author acknowledges, at present times, an anthropological mutation that makes women an emerging force. She aims at answering if psychoanalysis can and must be heard in this phase of civilization, when much social unrest is present. Considering the feminine has been rejected under the ethics perspective, the author acknowledges that psychoanalysis breaks this exclusion. From Simone de Beauvoir's concept that "one is not born, but rather becomes, a woman", and through clinical listening, the author presents some phases on the future of the feminine.

En este texto, la autora reconoce, en la actualidad, una mutación antropológica que hace de las mujeres una fuerza emergente, y busca responder si el psicoanálisis puede y debe hacerse escuchar en esta nueva fase de malestar de la civilización. Considerando que lo femenino ha sido rechazado en la esfera de interés de la ética, la autora reconoce que el psicoanálisis rompe con esa exclusión. A partir dela idea de Simone de Beauvoir de que "no se nace mujer: se convierte en mujer", y, mediante la escucha clínica, la autora presenta algunas etapas del porvenir de lo femenino.

Dans ce texte l'auteure reconnaît, dans l'actualité, une mutation anthropologique qui rend les femmes une force émergente, et cherche à répondre si la psychanalyse peut et doit se faire entendre dans cette nouvelle phase du malaise de la civilisation. Tout en considérant que le féminin est constamment rejeté dans le cadre de l'intérêt de l'éthique, l'auteure reconnaît que la psychanalyse rompt avec cette exclusion. En s'appuyant sur Simone de Beauvoir qui affirme : "on ne naît pas femme, on le devient", et sur l'écoute clinique, l'auteure présente quelques étapes de l'avenir du féminin.

Transformative scale-up of the school of health sciences, University of the Philippines Manila

@#<p style="text-align: justify;"><strong>BACKGROUND:</strong> The School of Health Sciences (SHS), University of the Philippines Manila, established in 1976 offers a one-of-its kind ladder-type, community-based curriculum in health sciences.</p><p style="text-align: justify;"><strong>OBJECTIVE:</strong> This study described the SHS curriculum and how it contributed to the transformative scale-up of the education of health professionals in the Philippines.</p><p style="text-align: justify;"><strong>METHODS:</strong> This study is a concurrent transformative mixed method design. Data were collected concurrently through interviews of university officials, faculty, students, alumni, communities, and partners as well as observations of review classes and office activities. Quantitative data were collected from school records and performance ratings of students. From the data emerged the basic principles of primary health care and community-based education and they were juxtaposed to describe transformative learning of SHS students and faculty.</p><p style="text-align: justify;"><strong>RESULTS:</strong> All of the 3,481 students admitted from 1976 came from geographically isolated and depressed areas; more than 95% of the graduates are still in the country and chose to serve the communities. The school's ladder-type, community-based curriculum produced competent midwives, nurses, and physicians. SHS did not just transform its students but also the faculty, communities, its partner local, national, and international agencies, and changed the landscape of community-based education in the region.</p><p style="text-align: justify;"><br /><strong>CONCLUSION</strong>: SHS produced health professionals who chose to serve the communities. It continues to evolve to institutionalize primary health care and community-based education.</p>

Dietary Diversity in urban geriatric subjects and it’s inter linkage with socio-demographic variables, nutritional status and household food insecurity

Background: Globally older population is at higher risk of nutritional problems. One of the significant reasons for this phenomenon is lack of Dietary Diversity which also leads to hidden hunger. With this background this study was conducted on geriatric subjects in urban Varanasi. Objectives: To assess Dietary Diversity in geriatric subjects and its interlinkage with sociodemographic variables, nutritional status and household food insecurity. Material and Methods: This cross sectional study was conducted on 616 subjects (> 60 years) selected by multistage sampling procedure from urban Varanasi adopting inclusion and exclusion criteria. After obtaining ethical approval and prior consent of subjects each study subject was specifically interviewed about different food items consumed by them over given reference period with the help of predesigned and pretested proforma. Analysis of Data: For analysis of data SPSS version 21 was used. For inferential purpose  test was used. Results: Consumption of different food items were categorized as very frequent (Daily/ three or more times a week), frequent (once or twice a week) and infrequent (once or twice a month/ occasional). Energy yielding food (wheat 2 and rice) were consumed very frequently by 100.0% and 50.5% subjects, respectively. In case of 50.6%, 27.6% and 9.4% subjects’ pulses, milk, egg were consumed very frequently whereas egg, meat and fish were never consumed by 61.9%, 65.3% and 74.0% subjects, respectively. Very frequent consumption of fruits prevailed in 22.2% subjects. Except rice similar consumption pattern was observed for pulses, milk and fruits in male and female subjects (p>0.05). Dietary Diversity of the urban geriatric subjects was far from being satisfactory and it is influenced by several factors and it is closely linked to nutritional status and food security.

Reformas neoliberales y sus implicaciones en un programa de apoyo a la crianza: El caso de los hogares comunitarios Familia, Mujer e Infancia en Colombia / Neoliberal reforms and their implications in programs that support child rearing: The case of Family, Women and Children Community Homes in Colombia / Reformas neoliberais e suas implicações em um programa de apoio à criação das crianças: o caso dos lares comunitérios Família, Mulher e Infância na Colômbia

Objetivo: en este artículo se problematizan las recientes tendencias hacia la transformación de políticas de atención dirigidas a la crianza, fundamentadas en un orden modernizante de las relaciones entre Estado y sociedad a partir de un anélisis de la transición de los hogares comunitarios Familia Mujer e Infancia (Fami), hacia los Centros de Desarrollo Integral. Metodología: se realizó una investigación-acción participante con madres Fami del Centro Zonal Nororiental del Instituto Colombiano de Bienestar Familiar (ICBF) de Medellín. Se reconoció la experiencia y se aportó a la comprensión del modelo pedagógico de los hogares comunitarios del Instituto. Resultados y conclusiones: el proceso educativo que lideran las madres Fami es altamente pertinente para las familias usuarias, logrando generar vínculos comunitarios y transformaciones en las relaciones familiares, dado que se realiza en sus propios contextos. Contribuye, ademés, al desarrollo humano més integral para la familia; estos elementos corren el riesgo de perderse con los procesos de transición hacia los Centros de Desarrollo Integral.

Objective: This article highlights recent trends toward transforming care policies aimed at child-rearing based on a modernizing order of state-society relations. The authors conduct an analysis of the transition of Community Homes Family Women and Children (Fami) to become Centers for Integrated Development. Methodology: A participative research project was conducted with community mothers from a Family Care Program (Fami) implemented by the Colombian Family Welfare Institute (ICBF) in Medellin. The study was an experience that contributed to developing further understanding of the program‘s pedagogical model for participants. Results and conclusions: The educational process led by the Fami mothers is highly relevant for the users‘ family, generating community networks and changes in family relationships. It also contributes to more integrated human development for the family; these elements are at risk of being lost in the transition process for the creation of Centers for Integrated Development.

Objetivo: neste artigo são problematizadas as recentes tendências para a transformação de políticas de atenção dirigidas ao cuidado e à educação das crianças, fundamentadas em uma ordem modernizante das relações entre o Estado e a sociedade, a partir de uma anélise da transição dos lares comunitérios Família, Mulher e Infância (Fami) para os Centros de Desenvolvimento Integral. Metodologia: foi realizada uma pesquisa-ação participante com mães dos lares Fami do Centro Zonal do Nordeste do Instituto Colombiano de Bem-estar Familiar (ICBF), de Medellín. A experiência foi realizada para o alcance de uma maior compreensão do modelo pedagógico dos lares comunitérios do Instituto. Resultados e conclusões: o processo educativo, liderado pelas mães comunitérias do Fami, é altamente pertinente às famílias participantes, conseguindo gerar vínculos comunitérios e transformações nas relações familiares, uma vez que é realizado em seus próprios contextos. Além disso, ele contribui para o desenvolvimento humano mais integral da família; esses elementos correm o risco de serem perdidos nos processos de transição para os Centros de Desenvolvimento Integral.

Cuestionar y problematizar la propia práctica: investigación acción transformadora en los procesos de desarrollo profesional docente / Question and problematize own practice: transformative action research in teacher professional development processes

El profesorado juega un rol fundamental en la construcción de nuevas alternativas para entender y mejorar los procesos de enseñanza y aprendizaje. Las reflexiones que hagan al respecto se tornan fundamentales para afrontar cambios en un sistema educativo altamente segregado, homogeneizador y desigual. En este sentido, el desarrollo profesional docente se abre como una herramienta de cambio en la medida que dichos espacios propicien el análisis y mejora de la propia práctica docente, fomentando en los y las docentes una mirada crítica, reflexiva y transformadora. Este trabajo propone articular los aportes de la Investigación-Acción Transformadora (IAT), entendiendo como base la creencia en el potencial del docente para fomentar procesos sociales de construcción de aprendizajes en un contexto de diversidad y heterogeneidad.

Teachers have a key role in building new ways to understand and improve the processes of teaching and learning. Reflections about it become essential to address changes in a highly segregated, homogenizing and unequal education system. In this sense, teacher professional development becomes a tool for change, insofar as suchprograms would encourage the analysis and improvement of teaching practice from a critical, reflective and transformational view. This paper intends to articulate the contributions of the Transformative Action Research(TAR) grounded on teachers’ potential to generate changes in the education system, even beyond its own barriers, to promote social processes within the construction of learnings in a context of diversity and heterogeneity.

Investigation on basic experiment teaching of functional science and its reflection / 中华医学教育探索杂志

Objective To understand the basic experimental teaching of functional science in order to promote transformative learning. Methods Random sampling questionnaire survey was con-ducted among 274 students (2011 grade, 5-year-program) majored in clinical medicine, medical lab-oratory and medical imaging in Kunming Medical University. Investigation primarily aimed at the stu-dents' learning attitude, learning objectives, and teaching content. Excel 2003 was used for data en-try, percentage of each questionnaire option was calculated and the findings were directly described. Results 94.76%(253/267) students preferred basic experiment; 82.40%(220/267) students hoped to open long term laboratory;97.38%(260/267) students thought that basic experiment could help pro-mote understanding and theoretical knowledge of physiology; 98.50%(262/267) students thought the explain of the basic theories and the operation prior to each experiment were good; 78.27%(209/267) students were willing to strengthen the basic operation while only 59.18%(158/267) students would like to analyze the experiment results. Conclusions Basic experiment of functional science is wel-comed by students. Due to the lack of independent thinking ability of students, experiment course should de designed to promote interest-oriented transformative learning and to culture transformation perspective, finally achieving the transformative learning.

Sobre três formas de pensar: o pensamento mágico, o pensamento onírico e o pensamento transformativo / On three ways of thought: magical thinking, dream-like thinking and transformative thinking / Sobre tres formas de pensar: el pensamiento mágico, el pensamiento onírico y el pensamiento transformador

O autor acredita que a ênfase da psicanálise contemporânea mudou da compreensão do significado simbólico dos sonhos, do brincar, e das associações para o estudo dos processos de pensar, sonhar e brincar. Este artigo comenta a sua concepção de três formas de pensar - o pensamento mágico, o pensamento onírico e o pensamento transformativo - e fornece ilustrações clínicas em que cada uma dessas formas de pensar manifesta-se claramente. O autor vê o pensamento mágico como uma forma de pensar que subverte o pensamento genuíno e o crescimento psicológico, pois substitui uma realidade externa perturbadora por uma realidade psíquica inventada. Em contrapartida, o pensamento onírico - a nossa forma de pensar mais profunda - consiste em ver uma experiência emocional a partir de múltiplas perspectivas ao mesmo tempo, como, por exemplo, a dos processos primário e secundário de pensamento. O pensamento transformativo, por sua vez, cria um novo modo de ordenar as experiências que permite gerar tipos de sentimentos, formas de relações de objeto, e qualidade de ser na vida antes inimagináveis.

The author believes that contemporary psychoanalysis has shifted its emphasis from the understanding of the symbolic meaning of dreams, play and associations, to the study of the processes of thinking, dreaming, and playing. In this paper, he discusses his understanding of threeforms of thinking - magical thinking, dream-like thinking, and transformative thinking - and provides clinical illustrations in which each of these figures clearly. The author views magical thinking as a form that subverts genuine thinking and psychological growth by substituting a disturbing external reality with an invented psychic reality. By contrast, dream-like thinking - our most profound form - involves viewing an emotional experience from multiple perspectives simultaneously: for example, the perspectives of primary process and secondary process thinking. Transformative thinking, alternatively, creates a new way of ordering experience that allows one to generate types of feeling, forms of object relation, and characteristics of life that had previously been unimaginable.

El autor considera que el énfasis del psicoanálisis contemporáneo cambió de la comprensión del significado simbólico de los sueños, del juego, y de las asociaciones para el estudio de los procesos de pensar, soñar y jugar. Este artículo comenta su concepción de tres formas de pensar - el pensamiento mágico, el pensamiento onírico y el pensamiento transformador - y provee ilustraciones clínicas en las que cada una de esas formas de pensar surge claramente. El autor ve el pensamiento mágico como una forma de pensar que subvierte el pensamiento genuino y el crecimiento psicológico, pues sustituye una realidad externa perturbadora por una realidad psíquica inventada. Como contrapartida, el pensamiento onírico - nuestra forma de pensar más profunda - consiste en ver una experiencia emocional a partir de múltiples perspectivas al mismo tiempo, como, por ejemplo, la de los procesos primario y secundario del pensamiento. El pensamiento transformador, a su vez, crea un nuevo modo de ordenar las experiencias que permite generar tipos de sentimientos, formas de relaciones de objeto, y cualidades de vida antes inimaginables.

Basic category of TCM theory——qi(essential qi) in Inner Canon of Huangdi / 中华中医药杂志

Qi was a basic concept of material existence in Chinese ancient philosophy.Qi was the flowing and microscopic existence in pre-qin dynasty,which was different from liquid and solid.Qi was the important conception of the flowing and microscopic existence in Inner Canon of Huangdi,which constructed the medical theory and explained the nature,human body,physiology and pathology.Thus,it made the TCM theory belong to materialistic epistemology.Qi explained the existence of life material which could not be cognized at that time,this made TCM theory do not need to study what material was,but to study what the changes of material were,then promoted the progress of medical science.