| Full text | |
| Author(s): |
Total Authors: 2
|
| Affiliation: | [1] Universidade de São Paulo. Escola de Enfermagem - Brasil
[2] Universidade de São Paulo. Escola de Enfermagem - Brasil
Total Affiliations: 2
|
| Document type: | Journal article |
| Source: | Escola Anna Nery; v. 27, 2023-05-15. |
| 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. (AU) | |
| FAPESP's process: | 17/11960-6 - Potential and limits of Violets boardgame for confronting gender violence |
| Grantee: | Rosa Maria Godoy Serpa da Fonseca |
| Support Opportunities: | Regular Research Grants |