Educação em saúde : a individuação e a formação estética à vida

• Ano de defesa: 2014
• Autor(a) principal: Moraes, Maria Auxiliadora Maciel de
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Educação (IE); UFMT CUC - Cuiabá; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: Educação; Filosofia; Saúde; Enfermagem; Formação da enfermeira; Otobiografia; CNPQ::CIENCIAS HUMANAS::EDUCACAO; Education; Philosophy; Health; Nursing; Formation of the nurse; Otobiography
• Link de acesso: http://ri.ufmt.br/handle/1/3322

This work deals with a doctoral thesis on researchline Culture, Memory and Theories in Education. The theme is the formation of the nurse in a reflective, theoretical, philosophical-educationalperspective. The object falls within the field of Educational Research, called Constitution of itself,apprehend as an art creating which is done it yourself. Friedrich Nietzsche in his work Ecce homo- How does someone become what is,making possible a signaling of the producing forceof yourself, whose formation is oriented to life, having the body as guiding principle of creation yourself, resulting from the relationships established by vital potency. The methodological-theoretical comes from the concept of theotobiography, from Jacques Derrida, which was fomented by Monteiro, as theoretical, methodological and philosophical construct for research in Philosophy of Education, approaching the philosophies of difference, which the philosopher Nietzsche brings as basics to think about the difference. Monteiro interconnects biography withlife, experience and its styles and individual processes, moved by force and potency, which mark the bio-life-body. The theoretical convergence is encouraged by Nietzsche’s perspective, whose interpretation of reality occurs from a center of the force that assigns value to life. This movement to elucidate the values throughserving as an activity of the philosopher physician.This activity starts by auscultation of symptoms of illness, in order to examine the ill be installed in the formation of the nurse, who, through the official curriculum, punctuates a disciplinary model, remnants of hygienistpolitics, the absence of the word take care and other issues. Opposing thiscurriculum, I reflect as a reader of Curricular Scripture, bringing the idea of a life curriculum, whose aesthetics traces twist, routes and nomadic trajectory in order to stream a clinic-Clinamen in process of formation. In this work, I perform an analysis of a biography, which has no sense of autobiography, but refers to the sense of pathos, which is crossing, trajectory; it is not guided by intentionality. And the Clinamen concept enables the analysis between the philosophical theorizing and the narrative of the nurse to capture the deviances in her singularity. Perhaps, the main thesis is the formation of the nurse in the perspective of individuation, which is configured as a route of non-discipline, marked by nomadic gestures that divert the models imposed on health care. The deviances are positive forces that tend to reinvigorate the caring for life with gestures that allow their visibility, their sensitivity and their interconnection through the feeling between the external and internal world, intensified by affectation with the living. This makes it possible to think of ways to take care of the life that translate difference in each encounter with the living. This is the myriad of stream that the nurse creates herself, deviatingeverything that is configured as a continuous movement, striated, in traced route, plan, code and mark of the official curriculum. The formation in the perspective of individuation is an aestheticof creation of the styles and gestures of differentiation.