Investigación acción participativa; la educación para el autocuidado del adulto maduro, un proceso dialógico y emancipador / Participative action research; self-care education for the mature adult, a dialogic and empowered process

OBJETIVO: Explorar y trasformar los procesos de aprendizaje, orientados hacia la capacitación para el autocuidado, el empoderamiento y la promoción de vida saludable del "adulto-maduro". DISEÑO: Investigación-acción-participativa bajo un enfoque cualitativo y sociocrítico. Emplazamiento: El trabajo de campo se centra en el desarrollo del programa educativo "Cuidarse está en tus manos" en 2 pueblos (Atención Primaria, Comarca Araba). PARTICIPANTES: A través de un muestreo teórico participaron personas que se encuentran en la etapa "adulto-maduro" y 3 enfermeras con experiencia en intervenciones educativas. MÉTODOS: Se utilizó la observación participante, donde se realizaron grabaciones en vídeo de las sesiones educativas y grupos de reflexión sobre la acción. Para triangular los datos, se han realizado entrevistas en profundidad con 4 participantes. Se lleva a cabo un análisis del contenido y del discurso. RESULTADOS: Los marcos previos de participantes y enfermeras, así como los discursos de estas últimas, desvelan una racionalidad técnica (unidireccional, informativa) presente todavía en la práctica que perpetúa el papel de receptor pasivo de cuidados. Las claves educativas construidas desde una mirada del aprendizaje dialógico emergen como elementos que facilitan superar estos marcos previos limitantes. Por último, el aprendizaje reflexivo puesto en marcha, ha representado un elemento esencial para avanzar en el conocimiento profesional y en la mejora de los procesos de EpS. CONCLUSIONES: El aprendizaje dialógico emerge como clave para la capacitación y el empoderamiento, donde es la racionalidad práctica-reflexiva y no la técnica la verdaderamente útil en el enfrentamiento con las situaciones complejas de la educación sobre el autocuidado

OBJECTIVE: Explore and transform dialogic-reflexive learning processes oriented to self-care, capacitation, empowerment and health promotion for "mature-adult" collective. DESIGN: Participative action research on a qualitative and sociocritic approach. Data generation methods are Site: Field work focuses on the development of the educational program "Care is in your hands" that takes place in two villages (Primary Care.comarca Araba). PARTICIPANTS: Through a theoretical sampling involved people who are in a "mature-adult" life stage and three nurses with extensive experience in development health education programs. METHODS: Participant observation where health education sessions are recorded in video and group reflection on action. To triangulate the data, have been made in-depth interviews with 4 PARTICIPANTS: Carried out a content and discourse analysis. RESULTS: Participant and nurses' Previous Frameworks, and these last ones' discourses as well, reveal a current technical rationality (unidirectional, informative,. ) yet in practice that perpetuates the role of passive recipient of care. Educational keys constructed from a viewpoint of Dialogic Learning emerge as elements that facilitate overcoming these previous frames limitations. Finally, Reflective Learning launched, has provided advance in professional knowledge and improve health education. CONCLUSIONS: Dialogical learning emerges as key to the training and empowerment, where we have seen how practical-reflexive, and not technical, rationality is meanly useful confronting ambiguous and complex situations of self-care practice and education

[Participative action research; self-care education for the mature adult, a dialogic and empowered process]. / Investigación acción participativa; la educación para el autocuidado del adulto maduro, un proceso dialógico y emancipador.

OBJECTIVE: Explore and transform dialogic-reflexive learning processes oriented to self-care, capacitation, empowerment and health promotion for "mature-adult" collective. DESIGN: Participative action research on a qualitative and sociocritic approach. Data generation methods are SITE: Field work focuses on the development of the educational program "Care is in your hands" that takes place in two villages (Primary Care. Comarca Araba). PARTICIPANTS: Through a theoretical sampling involved people who are in a "mature-adult" life stage and three nurses with extensive experience in development health education programs. METHODS: Participant observation where health education sessions are recorded in video and group reflection on action. To triangulate the data, have been made in-depth interviews with 4 participants. Carried out a content and discourse analysis. RESULTS: Participant and nurses' Previous Frameworks, and these last ones' discourses as well, reveal a current technical rationality (unidirectional, informative,.) yet in practice that perpetuates the role of passive recipient of care. Educational keys constructed from a viewpoint of Dialogic Learning emerge as elements that facilitate overcoming these previous frames limitations. Finally, Reflective Learning launched, has provided advance in professional knowledge and improve health education. CONCLUSIONS: Dialogical learning emerges as key to the training and empowerment, where we have seen how practical-reflexive, and not technical, rationality is meanly useful confronting ambiguous and complex situations of self-care practice and education.