Recurso audiovisual para el desarrollo de competencias interculturales en salud en estudiantes de enfermería / Audiovisual resources for developing intercultural competences in health in nursing students

Introducción: Se ha reconocido la importancia de los aspectos socioculturales de los individuos en la atención en salud para brindar cuidados centrados en las personas. En este sentido, los profesionales de salud requieren el desarrollo de competencia interculturales. Objetivo: Diseñar una estrategia didáctica a través de un recurso audiovisual para contribuir a la formación de competencia intercultural en salud en estudiantes de enfermería en la asignatura Fundamentos Socioantropológicos. Métodos: Se tuvo en cuenta un diseño no experimental, descriptivo y comparativo. Se elaboró una intervención educativa sobre la base de videos, acompañada de trabajo reflexivo y feedback de profesores, con medición pre- y posintervención, mediante la Escala de Capacidad Cultural. Resultados: Se obtuvo un total de 77 respuestas válidas; 91,2 por ciento del género femenino. El 56,1 por ciento no presentaba formación previa en diversidad cultural. Al realizar la evaluación de la competencia intercultural pre- y posintervención, los estudiantes tuvieron un mayor puntaje posintervención (p< 0,05), lo que implicó un aumento en la competencia intercultural de estos. Conclusiones: Es posible contribuir a la formación de competencia intercultural en estudiantes de enfermería mediante videos (AU)

Introduction: The importance of sociocultural aspects of individuals in healthcare has been recognized with respect to providing person-centered care. In this sense, health professionals require the development of intercultural competences. Objective: To design a didactic strategy through an audiovisual resource to contribute to the development of intercultural competences in healthcare in Nursing students in the subject Socioanthropological Foundations. Methods: A nonexperimental, descriptive and comparative design was used. An educational intervention was elaborated upon the basis of videos, accompanied by reflective work and feedback from professors, with pre- and postintervention measurement using the Cultural Capacity Scale. Results: Seventy-seven valid responses were obtained; 91.2 percent belonged to the female gender. 56.1 percent had no previous training in cultural diversity. When performing the pre- and postintervention intercultural competence assessment, the students had a higher postintervention score (p< 0.05), which meant an increase in their intercultural competence. Conclusions: It is possible to contribute to the formation of intercultural competence in Nursing students through videos (AU)

Experiencias comunitarias, crianzas compartidas y políticas de cuidado / Experiências comunitárias, políticas compartilhadas de pais e cuidados / Community experiences, shared upbringing and care policies

RESUMEN En el presente artículo, escrito en el contexto de la pandemia 2020-2021 y en el marco del cumplimento del Aislamiento Social Preventivo y Obligatorio (ASPO), analizamos dos experiencias comunitarias vinculadas al cuidado de las infancias y adolescencias que se desarrollan en las provincias de Neuquén y Río Negro (Patagonia Argentina). Dicho análisis es resultado de una investigación cualitativa realizada desde la perspectiva de la Psicología Social Crítica y las Políticas Públicas en la que buscamos recuperar los saberes sociales que estas iniciativas comunitarias pueden aportar al diseño y reformulación de las políticas públicas de cuidado. Específicamente, las experiencias que aquí presentamos son: la Asociación Civil GAIA-Nueva Crianza, conformada por familias de niñes y adolescentes trans; y la Asociación Civil Lazos Azules, integrada por familias de niños y adolescentes con TEA (Trastorno del Espectro Autista). Si bien las dos asociaciones son muy diferentes entre sí, ambas coinciden en estar protagonizadas por familias que, a partir de haber escuchado y prestado atención a las necesidades de sus hijo/a/es, se organizaron colectivamente para visibilizar la realidad de sus niño/a/es y adolescentes generando distintas acciones. Dichas acciones tienden no sólo a hacer efectivos los derechos de las infancias y adolescencias, especialmente aquellos vinculados a la identidad, la educación y la salud, sino que están orientadas a incidir en las políticas públicas de cuidado a nivel local desde lo que Boaventura de Sousa Santos denomina la sociología de las emergencias y desde lo que Rita Segato designa como una politicidad en clave femenina anfibia.

RESUMO. Neste artigo, escrito no contexto da pandemia 2020-2021 e no quadro do cumprimento do Isolamento Social Preventivo e Obrigatório (ASPO), analisamos duas experiências comunitárias relacionadas com o cuidado de crianças e adolescentes que ocorrem nas províncias de Neuquén e Río Negro (Patagônia Argentina). Esta análise é resultado de uma pesquisa qualitativa realizada na perspectiva da Psicologia Social Crítica e das Políticas Públicas, na qual buscamos resgatar o conhecimento social de que essas iniciativas comunitárias podem contribuir para o desenho e reformulação das políticas públicas de atenção. Especificamente, as experiências que aqui apresentamos são: a Associação Civil GAIA-Nueva Crianza, formada por famílias de crianças e adolescentes trans; e a Associação Civil Lazos Azules, formada por famílias de crianças e adolescentes com TEA (Transtorno do Espectro do Autismo). Embora as duas associações sejam muito diferentes entre si, ambas coincidem no fato de serem lideradas por famílias que, depois de ouvir e atentar para as necessidades dos filhos, se organizam coletivamente para tornar visível a realidade dos filhos. a / es e adolescentes gerando diferentes ações. Essas ações tendem não só a efetivar os direitos da criança e do adolescente, especialmente aqueles vinculados à identidade, educação e saúde, mas visam influenciar as políticas públicas de atenção em nível local a partir do que Boaventura de Sousa Santos denomina a sociologia das emergências e do que Rita Segato designa como feminilidade anfíbia chave de politicidade.

ABSTRACT In this article, written in the context of the 2020-2021 pandemic and in compliance with the Preventive and Compulsory Social Isolation (ASPO), we analyze two community experiences related to the care of children and adolescents that take place in the provinces of Neuquén and Río Negro (Argentinian Patagonia). This analysis is the result of a qualitative study carried out from the perspective of Critical Social Psychology and Public Policy, in which we seek to recover the social knowledge that these community initiatives can contribute to the design and reformulation of public care policies. Specifically, the experiences we present here are the GAIA-Nueva Crianza Civil Association, made up of families of trans children and adolescents; and the Lazos Azules civil association, made up of families of children and adolescents with ASD (autism spectrum disorder). Although the two associations are very different from each other, they both coincide in being led by families who, after having listened and paid attention to the needs of their children, they organized collectively to make visible the reality of their children and adolescents by generating different actions. These actions tend not only to make effective the rights of children and adolescents, especially those linked to identity, education and health, but are also aimed at influencing public care policies at the local level, from what Boaventura de Sousa Santos calls the sociology of emergencies and from what Rita Segato designates amphibious feminine key politicity.

La autoetnografía como estrategia de formación y autoconocimiento con estudiantes de trabajo social / Autoethnography as a training and self-knowledge strategy with social work students

Este artículo tiene por objetivo mostrar la utilidad didáctica de una herramienta de investiga-ción cualitativa, como es el relato autoetnográfico, en el proceso de formación y autoconoci-miento de futuros profesionales del Trabajo social. Para ello, se tomará como marco una expe-riencia docente que utiliza la autoetnografía como estrategia formativa en el aula. El análisis de dicha experiencia y de los propios relatos de los alumnos/as permitirá descubrir su valor como estrategia de autoconocimiento, así como la emergencia de algunos aprendizajes espe-cialmente relevantes surgidos del encuentro entre la reflexión personal y el aprendizaje aca-démico, como son: el saber que aporta la experiencia vivida como usuario/a del sistema de atención en salud; el que se genera a través del tránsito por los dispositivos sanitarios y sus formas de organización actual; el surgido del encuentro con la propia vulnerabilidad; y la expe-riencia corporeizada de ciertos fenómenos asociados a los procesos de sa-lud/enfermedad/atención. (AU)

The aim of this paper is to demonstrate the educational use of a qualitative research tool like autoethnographic stories in the process of training and building of self-awareness of future social work professionals. Our framework of analysis will be a teaching experiment of the au-thor in which autoethnography was used as training strategy in the classroom. Analyzing the students’ stories will allow us to discover the value of autoethnography as a strategy to raise self-awareness. Also, we show how some especially relevant learning comes out of the encoun-ter of personal reflection and academic training, namely: the knowledge stemmingfrom one’s own experience as a user of the health care system; the one from a person’s passing through healthcare institutions and the way they are presently organized; the one that emerging from the coming face to face with one’s own vulnerability; and the corporealized experience of cer-tain phenomena associated with health/disease/care processes. (AU)

Uma proposta de releitura do trabalho em saúde no brasil inspirada na experiência de Portugal / A proposal for health work review in brazil inspired in Portugal's experience / Una propuesta para la relectura del trabajo de salud en brasil inspirada en la experiencia de Portugal

Resumo Neste artigo, discutem-se pesquisas realizadas em Portugal e no Brasil sobre saberes profissionais respectivamente de trabalhadores sociais e de técnicos em saúde, apoiados no conceito de sociocognição - o conhecimento implicado na experiência social, cujo sentido analítico requer identificar situações de trabalho, competências práticas e cognitivas ou modos de cognição que estruturam e sustentam a ação dos trabalhadores nas respectivas situações. Tais elementos do trabalho profissional foram organizados em uma tipologia da sociocognição em situação. Os saberes profissionais, com caráter predominantemente tácito, equivalem aos conhecimentos produzidos e mobilizados nessas situações. As primeiras pesquisas realizadas no Brasil, nesse sentido, foram feitas com técnicos em saúde bucal, tendo-se, posteriormente, extrapolado a análise, em alguns aspectos, para o conjunto dos técnicos de equipes da saúde da família. Dentre os resultados, pode-se destacar que a principal competência prática demonstrada pelos técnicos estudados é o acolhimento, enquanto o modo de cognição ou competência cognitiva que mais se manifesta é o de caráter intuitivo associativo ou seletivo. A experiência prática tende a ser mais reconhecida do que a formação técnica, ainda que as etnografias sobre saberes profissionais possam ajudar a tornar mais explícita a relação entre essas duas dimensões do trabalho profissional.

Abstract The article discusses researches carried out in Portugal and in Brazil on professional knowledge respectively of social workers and health technicians, supported by the concept of sociocognition — the knowledge implied in social experience; whose analytical sense requires to identify work situations, practical and cognitive competences or modes of cognition that structure and sustain the action of workers in their situations. Such elements of professional work were organized into a typology of situational sociocognition. Professional knowledge, with a predominantly tacit character, is equivalent to the knowledge produced and mobilized in these situations. The first research carried out in Brazil, in this sense, was done with Technicians in Oral Health, after which the analysis was, in some aspects, extrapolated to the team of Family Health team technicians. Among the results, it is possible to emphasize that the main practical competence demonstrated by the studied technicians is the embracement, whereas the mode of cognition or cognitive competence that manifests the most is of an associative or selective intuitive character. Practical experience tends to be more recognized than technical training, although ethnographies of professional knowledge may help to make the relation between these two dimensions of professional work more explicit.

Resumen En este artículo, se discute la investigación realizada en Portugal y Brasil sobre el conocimiento profesional de los trabajadores sociales y de técnicos de salud, basado en el concepto de sociocognición, el conocimiento abarca la experiencia social, cuyo significado analítico requiere identificar situaciones laborales, habilidades prácticas y cognitivas o modos de cognición que estructuran y sostienen la acción de los trabajadores en sus respectivas situaciones. Dichos elementos del trabajo profesional se organizaron en una tipología de sociocognición en una determinada situación. El conocimiento profesional, con un carácter predominantemente tácito, es equivalente al conocimiento producido y movilizado en estas situaciones. Las primeras investigaciones realizadas en Brasil en este sentido se llevaron a cabo con técnicos de salud bucal, y posteriormente se llevó a análisis, en algunos aspectos, al conjunto de técnicos de los equipos de salud familiar. Entre los resultados, se puede destacar que la principal competencia práctica demostrada por los técnicos estudiados es la acogedora, mientras que el modo de cognición o competencia cognitiva que más se manifiesta es el de un carácter intuitivo asociativo o selectivo. La experiencia práctica tiende a ser más reconocida que la capacitación técnica, aunque las etnografías sobre el conocimiento profesional pueden ayudar a hacer que la relación entre estas dos dimensiones del trabajo profesional sea más explícita.

Actor-network theory and ethnography: Sociomaterial approaches to researching medical education.

Medical education is a messy tangle of social and material elements. These material entities include tools, like curriculum guides, stethoscopes, cell phones, accreditation standards, and mannequins; natural elements, like weather systems, disease vectors, and human bodies; and, objects, like checklists, internet connections, classrooms, lights, chairs and an endless array of others.We propose that sociomaterial approaches to ethnography can help us explore taken for granted, or under-theorized, elements of a situation under study, thereby enabling us to think differently. In this article, we describe ideas informing Actor-Network Theory approaches, and how these ideas translate into how ethnographic research is designed and conducted. We investigate epistemological (what we can know, and how) positioning of the researcher in an actor-network theory informed ethnography, and describe how we tailor ethnographic methods-document and artefact analysis; observation; and interviews-to align with a sociomaterial worldview.Untangling sociomaterial scenarios can offer a novel perspective on myriad contemporary medical education issues. These issues include examining how novel tools (e.g. accreditation standards, assessment tools, mannequins, videoconferencing technologies) and spaces (e.g. simulation suites, videoconferenced lecture theatres) used in medical education impact how teaching and learning actually happen in these settings.

"Não é briga, não... é só brincadeira de lutinha": cotidiano e práticas corporais infantis / "No, it is not a fight... it is only a wrestling play": children's daily life and bodily practices / "No es pelea no... es sólo un juego de lucha": vida cotidiana y prácticas corporales infantiles

A pesquisa tem por objetivo descrever e caracterizar brincadeiras de luta forjadas no cotidiano de uma escola pública de São Luís ­MA, buscando compreender seus senti-dos/significados para as próprias crianças. Realizou-se estudo de inspiração etnográfica, em que a análise das informações obtidas permitiu identificar três eixos, que conferem às brinca-deiras os seguintes sentidos: imaginação/representação, disputa/duelo e prazer/vertigem. Os episódios registrados sugerem que, seja por intermédio das mídias, de vivências na comuni-dade ou na escola, as práticas analisadas são (re)criadas através da experiência infantil. Apre-endeu-se, ainda, que o lúdico e a violência/agressividade coexistem nas práticas corporais observadas.

This research aims understand the sense/meaning of wrestling plays as bodily prac-tices experienced in the daily lives of children of a public school of São Luís -MA. To this end, an ethnographic case study was conducted and the assessment of the information ob-tained allowed identifying three sets of meanings that characterize the plays as practices of: imagination/representation; dispute/duel; and pleasure/dizziness. Three events recorded in the field journal were used for discussing this corpus relatedto the phenomenon. These events revealed the media or experiences in the community or at school, the practices are (re)created in children's experience.

Este trabajo tiene como objetivo entender el sentido/significado de juegos de lucha como prácticas corporales experimentadas en cotidiano de los niños de una escuela pública en São Luís do Maranhão. Para ello, se llevó a cabo un estudio de inspiración etnográfica, en el que el análisis de las informaciones obtenidas permitió identificar tres ejes de significado que caracterizan los juegos como prácticas de: imaginación/representación; disputa/duelo; y pla-cer/vértigo. Para la discusión de este corpus, se utilizaron tres episodios registrados en el dia-rio de campo. Estos episodios revelan que sea a través de los medios o experiencias en la co-munidad o escuela, las prácticas son (re)creadas en la experiencia infantil.

Desafios da formação antropológica de profissionais de Saúde: uma experiência de ensino na pós-graduação em Saúde Coletiva / Challenges in the anthropological education of Healthcare professionals: a teaching experience in graduate studies in Collective Health / Desafíos de la formación antropológica de profesionales de la Salud: una experiencia de enseñanza en el postgrado en Salud Colectiva

Profissionais de Saúde vêm buscando formação em pesquisa na área de Ciências Sociais no âmbito dos programas de pós-graduação em Saúde Coletiva. Nesse processo, pesquisas de cunho antropológico, calcadas no método etnográfico, têm sido frequentes entre esses pesquisadores (de formação não antropológica). O objetivo deste artigo é refletir sobre a experiência de ensino e aprendizagem dos fundamentos teórico-metodológicos das pesquisas etnográficas em Saúde, tendo em vista nossa experiência docente. O principal desafio pedagógico consiste em não reduzir e banalizar a complexidade do método etnográfico com vistas à aplicação em demandas específicas para intervenção. Por outro lado, tornam-se imprescindíveis, nesse aprendizado (como profissionais de Saúde geralmente têm interesses de pesquisa engendrados em suas práticas profissionais, para além da necessária): a desconstrução do familiar, a relativização dos pressupostos biológicos e a apreensão das lógicas culturais entre usuários. Observa-se que tal incorporação evidencia uma possível indissociabilidade dialética entre teoria e práticas profissionais.(AU)

Healthcare professionals have sought research education, in the area of Social Sciences, in the scope of Collective Health graduate programs. In this process, anthropological studies, grounded on the cultural anthropological method, have been frequent among these researchers (with no anthropological education). The objective of this study is to reflect on the experience of teaching and learning the theoretical-methodological foundations of cultural anthropological research in health, considering the teaching experience of the authors. The main pedagogical challenge consists in not reducing or trivializing the complexity of the cultural anthropological method, seeking its application to specific demands for intervention. On the other hand, it is fundamental to deconstruct that which is familiar in this learning, relativizing biological assumptions and apprehending cultural reasons among users (since healthcare professionals have research interests intertwined in their professional practices, beyond that which is necessary). It is observed that such incorporation evidences a possible dialectical indissolubility between professional theory and practice.(AU)

Los profesionales de salud han buscado una formación en investigación en el área de Ciencias Sociales en el ámbito de los programas de postgrado en Salud Colectiva. En ese proceso, investigaciones de cuño antropológico, basadas en el modelo etnográfico, han sido frecuentes entre esos investigadores (de formación no antropológica). El objetivo de este artículo es reflexionar sobre la experiencia de enseñanza y el aprendizaje de los fundamentos teórico-metodológicos de las investigaciones etnográficas en salud, llevando en cuenta nuestra experiencia docente. El principal desafío pedagógico consiste en no reducir y quitar importancia a la complejidad del método etnográfico con el objetivo de la aplicación en demandas específicas para intervención. Por otro lado, en ese aprendizaje, resulta imprescindible (como profesionales de salud, generalmente tienen intereses de investigación engendrados en sus prácticas profesionales, más allá de la necesaria) la desconstrucción de lo familiar, la relativización de las presuposiciones biológicas y la captación de las lógicas culturales entre usuarios. Se observa que tal incorporación deja clara una posible indisociabilidad dialéctica entre teoría y prácticas profesionales.(AU)

Sobre a monocultura esportiva no ensino da educação física na escola / About the sportive monoculture in the teaching of physical education in school / Acerca de la monocultura esportiva en la enseñanza de la educación física en la escuela

A partir de uma etnografia, em que visamos compreender o processo de seleção dos conteúdos de três professores de Educação Física de uma escola pública gaúcha, emerge, de maneira significativa, o fenômeno do esporte na escola. A etnografia foi realizada durante um ano letivo inteiro, de intensificada observação participante, registros em diário de campo, diálogos, entrevistas e análise de documentos. Identificamos a hegemonia de um modelo esportivista, que privilegia o acesso de determinados grupos, destacando-se a formação de equipes, a representatividade da escola em eventos e a manifestação monocultural do futsal. Trata-se de uma seleção na qual os estudantes, de forma arbitrária, definem uma modalidade, a partir de seu gosto, e que é legitimada pelos professores, pela escola e pela comunidade.

From an ethnography where we intend to understand the process of selection of the contents of three Physical Education teachers of a public school in Rio Grande do Sul, the phenomenon of sports in the school emerge in a significant way. The ethnography was conducted in an entire school year, intensified participant observation, field diary records, dialogues, interviews and document analysis. We identified the hegemony of a sports model that privileges the access of certain groups, highlighting the formation of teams and the representativeness of the school in events and the monocultural manifestation of futsal. It is a selection where students, in an arbitrary way, define a modality, from their taste, and that is legitimized by the teachers, school and community.

A partir de una etnografía pretendemos comprender el proceso de selección de los contenidos de tres profesores de Educación Física de una escuela pública gaúcha, emergen de manera significativa el fenómeno del deporte en la escuela. La etnografía fue realizada en un año lectivo entero, de intensificada observación participante, registros en diario de campo, diálogos, entrevistas y análisis de documentos. Identificamos la hegemonía de un modelo deportivista que privilegia el acceso de determinados grupos, destacándose la formación de equipos y la representatividad de la escuela en eventos y la manifestación monocultural del futsal. Se trata de una selección donde los estudiantes definen una modalidad a partir de su gusto que es legitimada por los profesores, escuela y comunidad.

The relevance of clinical ethnography: reflections on 10 years of a cultural consultation service.

BACKGROUND: Training health professionals in culturally sensitive medical interviewing has been widely promoted as a strategy for improving intercultural communication and for helping clinicians to consider patients' social and cultural contexts and improve patient outcomes. Clinical ethnography encourages clinicians to explore the patient's explanatory model of illness, recourse to traditional and alternative healing practices, healthcare expectations and social context, and to use this information to negotiate a mutually acceptable treatment plan. However, while clinical ethnographic interviewing skills can be successfully taught and learned, the "real-world" context of medical practice may impose barriers to such patient-centered interviewing. Creating opportunities for role modeling and critical reflection may help overcome some of these barriers, and contribute to improved intercultural communication in healthcare. We report and reflect on a retrospective analysis of 10 years experience with a "cultural consultation service" (CCS) whose aim is to provide direct support to clinicians who encounter intercultural difficulties and to model the usefulness of clinical ethnographic interviewing for patient care. METHODS: We analyzed 236 cultural consultation requests in order to identify key patient, provider and consultation characteristics, as well as the cross cultural communication challenges that motivate health care professionals to request a cultural consultation. In addition, we interviewed 51 clinicians about their experience and satisfaction with the CCS. RESULTS: Requests for cultural consultations tended to involve patient care situations with complex social, cultural and medical issues. All patients had a migration background, two-thirds spoke French less than fluently. In over half the cases, patients had a high degree of social vulnerability, compromising illness management. Effective communication was hindered by language barriers and undetected or underestimated patient/provider differences in health-related knowledge and beliefs. Clinicians were highly satisfied with the CCS, and appreciated both the opportunity to observe how clinical ethnographic interviewing is done and the increased knowledge they gained of their patients' context and perspective. CONCLUSIONS: A cultural consultation service such as ours can contribute to institutional cultural competence by drawing attention to the challenges of caring for diverse patient populations, identifying the training needs of clinicians and gaps in resource provision, and providing hands-on experience with clinical ethnographic interviewing.

Impact of Performance Feedback in Family-Centered and Culturally Responsive Interview Instruction.

PURPOSE: Conducting culturally responsive and family-centered diagnostic interviews is an important part of speech and language services. However, there is limited information on the effective ways to teach speech-language pathology graduate students to acquire these skills. The purpose of this study was to examine the effect of performance feedback on graduate students' use of ethnographic principles, open-ended questions, and restating and summarizing comments in caregiver interviews. METHOD: A randomized controlled crossover design (n = 26) was used to examine the differential effects of students receiving performance feedback or general feedback on role-play interviews. Ethnographic principles, open-ended questions, and restating and summarizing comments were measured at 3 time points: after class instruction (Groups 1 and 2), after the first feedback type allocation (Group 1: performance feedback; Group 2: general feedback), and after the second feedback type allocation (Group 1: general feedback; Group 2: performance feedback). RESULTS: Statistically significant increases, with large effect sizes, were found in students' use of ethnographic principles, open-ended questions, and restating and summarizing comments following the performance feedback conditions. CONCLUSION: These findings suggest that performance feedback is an effective and efficient instructional procedure to increase culturally responsive and family-centered interview skills through an ethnographic interview approach in preservice speech-language pathology students.

La gestión educativa para la salud cultural-espiritual: una reflexión antropológica y pedagógica / The educative management for the cultural-spiritual health: an anthropological and pedagogical consideration

La continuidad del humanismo cubano, en la gestión educativa actual, en la que relaciones de complementariedad entre los diferentes agentes educativos focalizan la salud cultural y espiritual como parte de la búsqueda de factores que satisfagan las necesidades del hombre, como ser social protagónico en los procesos socioculturales, se constituye en una síntesis de la utilización de múltiples metodologías y su contextualización, lo que permite socializar las relaciones didácticas que movilizan los presupuestos teóricos y el quehacer profesional práctico en los contextos microsociales, propiciando el conocimiento cultural y espiritual de los participantes en los procesos formativos. Las relaciones dialécticas de naturaleza pedagógica, son un resultado con enfoque didáctico combinativo, que de manera intencionada se materializa en los procesos educacionales, y en ello radica su novedad científica, que es admitida como alternativa pedagógico-didáctica en la formación humana(AU)

The continuity of the Cuban humanism in the current educational management, where complementary relationships in the different educational agents focus the cultural and spiritual health as part of the search for factors that satisfy the needs of man as a social protagonist in the socio-cultural processes; constitutes a synthesis using multiple methodologies and their contextualization, which allows to socialize the didactic relationships that mobilize the theoretical assumptions and the practical professional work in the micro-social contexts, promoting the cultural and spiritual knowledge of the participants in the training processes. The dialectical relations of pedagogical nature are a result, with a didactic combined approach, that intentionally takes the form of educational processes, and there fore its scientific novelty, which is accepted as a pedagogical-didactic alternative in the human formation(EU)

Tracking Porters: Learning the Craft of Techno-Anthropology.

Anthropology attempts to gain insight into people's experiential life-worlds through long-term fieldwork. The quality of anthropological knowledge production, however, does not depend solely on the duration of the stay in the field, but also on a particular way of seeing social situations. The anthropological perspective is grounded in socio-cultural theory and forged by a distinct relativist or contextualist epistemological stance. The point is to understand events, concepts and phenomena from the insiders' point of view and to show how this view relates to the particular social and cultural context. In this chapter, we argue that although anthropology has its specific methodology - including a myriad of ethnographic data-gathering tools, techniques, analytical approaches and theories - it must first and foremost be understood as a craft. Anthropology as craft requires a specific 'anthropological sensibility' that differs from the standardized procedures of normal science. To establish our points we use an example of problem-based project work conducted by a group of Techno-Anthropology students at Aalborg University, we focus on key aspects of this craft and how the students began to learn it: For two weeks the students followed the work of a group of porters. Drawing on anthropological concepts and research strategies the students gained crucial insights about the potential effects of using tracking technologies in the hospital.

Ethnography: principles, practice and potential.

Ethnography is a methodology that is gaining popularity in nursing and healthcare research. It is concerned with studying people in their cultural context and how their behaviour, either as individuals or as part of a group, is influenced by this cultural context. Ethnography is a form of social research and has much in common with other forms of qualitative enquiry. While classical ethnography was characteristically concerned with describing 'other' cultures, contemporary ethnography has focused on settings nearer to home. This article outlines some of the underlying principles and practice of ethnography, and its potential for nursing and healthcare practice.

Food, home and health: the meanings of food amongst Bengali Women in London.

BACKGROUND: This paper explores the nature of food and plants and their meanings in a British Bengali urban context. It focuses on the nature of plants and food in terms of their role in home making, transnational connections, generational change and concepts of health. METHODS: An ethnographic approach to the research was taken, specific methods included participant observation, focus group discussions and semi-structured interviews. Thirty women of Bengali origin were mostly composed of "mother" and "daughter" pairs. The mothers were over 45 years old and had migrated from Bangladesh as adults and their grown-up daughters grew up in the UK. RESULTS: Food and plants play an important role in the construction of home "here" (London) while continuing to connect people to home "there" (Sylhet). This role, however, changes and is re-defined across generations. Looking at perceptions of "healthy" and "unhealthy" food, particularly in the context of Bengali food, multiple views of what constitutes "healthy" food exist. However, there appeared to be little two-way dialogue about this concept between the research participants and health professionals. This seems to be based on "cultural" and power differences that need to be addressed for a meaningful dialogue to occur. CONCLUSION: In summary, this paper argues that while food is critical to the familial spaces of home (both locally and globally), it is defined by a complex interplay of actors and wider meanings as illustrated by concepts of health and what constitutes Bengali food. Therefore, we call for greater dialogue between health professionals and those they interact with, to allow for an enhanced appreciation of the dynamic nature of food and plants and the diverse perceptions of the role that they play in promoting health.

Uso, circulación y significación de los medicamentos en comunidades Pilagá, guaraní, MBYA-Guaraní, Tapiete y Toba / Use, Circulation and Meanings of Pharmaceuticals among Pilagá, Guaraní, Mbya-Garaní, Patipete and Toba Communities

Las prácticas de uso y consumo de medicamentos permiten analizar la inserción de la biomedicina y las acciones de salud pública entre los pueblos indígenas. OBJETIVO: Analizar uso, circulación y significado otorgado a los medicamentos por comunidades tapiete, guaraní, mbya-guaraní, pilagá y toba, en ámbitos rurales y periurbanos de las provincias argentinas de Salta, Formosa y Misiones. MÉTODOS: Estudio descriptivo, comparativo y exploratorio, basado en técnicas cualitativas: observación y entrevistas semiestructuradas realizadas en hospitales, centros de salud, farmacias y hogares de las familias indígenas durante 2012-2013. RESULTADOS: El estudio demostró que los indígenas se proveían de medicamentos por diversas vías. En algunos de los grupos se registró una alta incidencia de automedicación con consumo de analgésicos, antiinflamatorios y antibióticos (amoxicilina), una coexistencia de prácticas culturales propias con las del sistema biomédico y diversos recorridos terapéuticos. Se observó una mayor presencia de medicamentos en los grupos guaraní y tapiete de Salta y la comunidad periurbana toba de Formosa, menor en lapilagá y escasa en la mbya-guaraní. CONCLUSIONES: El vínculo con los medicamentos muestra una gran variabilidad según el grupo étnico. Existe una marcada aceptación, pese a la difícil relación con los servicios de salud. Es necesario considerar las prácticas de la salud y la enfermedad en los pueblos originarios a fin de mejorar las acciones preventivas y de intervención...

Practices related with use and consumption of pharmaceuticals constitute a venue to analyze thein corporation of biomedicine and public health actions among indigenous peoples. OBJECTIVE: To analyze the use, circulation and meaning given to pharmaceuticals by Tapiete, Guaraní, Mbya-Guaraní, Pilagá and Toba indigenous communities from rural and peri-urban areas in the Argentine provinces of Salta, Formosa and Misiones. METHODS: Descriptive, comparative and exploratory study, based on qualitative techniques: observation and semi-structured interviews conducted in hospitals, health centers, pharmacies and houses of indigenous families during 2012-2013. RESULTS: Indigenous peoples obtained pharmaceuticals through different channels. In some of the groups there was a high incidence of self-medication with consumption ofanalgesics, anti-inflammatories and antibiotics (amoxicillin), aswell as a coexistence of native cultural practices and those of the biomedical health system and diverse therapeutic itineraries.There was a larger presence of pharmaceuticals among Guaraní and Tapiete groups in Salta and the peri-urban Toba community in Formosa, less among the Pilagá and scarce among the Mbya-Guaraní. CONCLUSIONS: The relation with pharmaceuticals varies greatly according to the ethnic group. In spite of the difficult relation with health care services, there iswide acceptance of pharmaceuticals. It is necessary to consider the health and illness practices of native peoples to improve preventive measures and interventions...

[Ethnography and fieldwork: the crisis of representation and beyond]. / Ethnografie und Forschen im Feld: diesseits und jenseits der Krise der Repräsentation.

Writing as a nursing researcher about the subjects that comprise the nursing profession means writing about oneself. Conducting ethnographic research on subjects within one's own professional culture and interacting with these subjects in the field poses a challenge. Ethnographic research analyses and opens out the horizon of one's own professional culture for the benefit of the potential reader. However, at the same time, the researcher's self within an ethnographic framework is called into question. In anthropology the researcher-subject relationship is deemed a special relationship, and in this article both authors reveal the precarious status of their research object. In this article an attempt is made to let the nursing subjects speak for themselves, while at the same time the authors write about their subjects' social practices an communication processes. To date there has hardly been any German research work within nursing dealing with this critical area of interest. The authors seek to provide an introduction to the constitutive parts of ethnography and the crisis of representation and beyond. In addition, they present two reflexive accounts.

How conservative are evolutionary anthropologists?: a survey of political attitudes.

The application of evolutionary theory to human behavior has elicited a variety of critiques, some of which charge that this approach expresses or encourages conservative or reactionary political agendas. In a survey of graduate students in psychology, Tybur, Miller, and Gangestad (Human Nature, 18, 313-328, 2007) found that the political attitudes of those who use an evolutionary approach did not differ from those of other psychology grad students. Here, we present results from a directed online survey of a broad sample of graduate students in anthropology that assays political views. We found that evolutionary anthropology graduate students were very liberal in their political beliefs, overwhelmingly voted for a liberal U.S. presidential candidate in the 2008 election, and identified with liberal political parties; in this, they were almost indistinguishable from non-evolutionary anthropology students. Our results contradict the view that evolutionary anthropologists hold conservative or reactionary political views. We discuss some possible reasons for the persistence of this view in terms of the sociology of science.

Fat, desire and disgust in the colonial imagination.

This article tracks the relatively unexamined ways in which ethnographic, travel and medical knowledge interrelated in the construction of fat stereotypes in the nineteenth century, often plotted along a temporal curve from 'primitive' corpulence to 'civilized' moderation. By showing how the complementary insights of medicine and ethnography circulated in beauty manuals, weight-loss guides and popular ethnographic books ­ all of which were aimed at middle-class readers and thus crystallize certain bourgeois attitudes of the time ­ it argues that the pronounced denigration of fat that emerged in Britain and France by the early twentieth century acquired some of its edge through this ongoing tendency to depict desire for and acceptance of fat as fundamentally 'savage' or 'uncivilized' traits. This tension between fat and 'civilization' was by no means univocal or stable. Rather, this analysis shows, a complex and wide-ranging series of similarities and differences, identifications and refusals can be traced between British and French perceptions of their own bodies and desires and the shortcomings they saw in foreign cultures. It sheds light as well on those aspects of their own societies that seemed 'primitive' in ways that bore an uncomfortable similarity to the colonial peoples they governed, demonstrating how a gendered, yet ultimately unstable, double standard was sustained for much of the nineteenth century. Finally it reveals a subtle and persistent racial subtext to the anti-fat discourses that would become more aggressive in the twentieth century and which are ubiquitous today.

Cattle cults of the Arabian Neolithic and early territorial societies.

At the cusp of food production, Near Eastern societies adopted new territorial practices, including archaeologically visible sedentism and nonsedentary social defenses more challenging to identify archaeologically. New archaeological and paleoenvironmental evidence for Arabia's earliest-known sacrifices points to territorial maintenance in arid highland southern Yemen. Here sedentism was not an option prior to agriculture. Seasonally mobile pastoralists developed alternate practices to reify cohesive identities, maintain alliances, and defend territories. Archaeological and paleoenvironmental evidence implies cattle sacrifices were commemorated with a ring of more than 42 cattle skulls and a stone platform buried by 6,400-year-old floodplain sediments. Associated with numerous hearths, these cattle rites suggest feasting by a large gathering, with important sociopolitical ramifications for territories. A GIS analysis of the early Holocene landscape indicates constrained pasturage supporting small resident human populations. Cattle sacrifice in southern Arabia suggests a model of mid-Holocene Neolithic territorial pastoralism under environmental and cultural conditions that made sedentism unsusta