Livro - Analise de Conteudo - Laurence Bardin. Uploaded by reolopes Download as PDF or read online from Scribd. Flag for inappropriate content. Download. RESENHA. ANÁLISE DE CONTEÚDO: A VISÃO DE LAURENCE BARDIN. [ BARDIN, Laurence. Análise de conteúdo. São Paulo: Edições 70, , p.]. Help Center; less. pdf. Análise de Conteudo: a visão de Laurence Bardin Bardin. Uploaded by. Matheus Barros. connect to download. Get pdf. Academia. edu.

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Bardin Laurence Analise de Conteudo. Andre Martins. Loading Preview. Sorry, preview is currently unavailable. You can download the paper by clicking the. Análise de conteúdo. BARDIN, LAURENCE. Jean Rodrigues. Uploaded by. Jean Rodrigues. Download with Google Download with Facebook or download with. Carvalho, João Conrado de Amorim, Sabino, Emmanuel M.C.B. Análise de conteúdo: a visão de Laurence Bardin. Retrieved from kaz-news.infoharmer .com/sites/default/files/ Silva, A. H., & Fossá, M. I. T.

E3: We need to identify other sources of aid, principally to be able to offer courses, hire consultancy services, and to stimulate community interaction since we don't have funding to pay people. Every process of curricular reform needs funding to implement its new guidelines and to support the structures that have already been put in place.

Another component mentioned was the limitations represented by the faculty. There is a consensus that overcoming these limitations is fundamental for the development of the student. Even considering the transformation in which the faculty becomes an advisor and partner in the learning process, crucial points may be found that interfere in the development of the projected curricular changes.

E2: The only problem that we continue to have is with respect to the group of anatomy professors and we are trying to find alternatives through the use of skills laboratories with model parts E9: A department with a long tradition of specialist or hospital activities E It means permanent, continuous training, training so that these new methodologies may be successfully developed and implemented, and a new kind of relationship may be established with the students.

In other words, the reform was initiated prior to having the human resources required to carry it out. This is a contradiction that indicates a need to be progressively adapting to changes while the faculty is not yet prepared to implement them. This profile of the faculty has existed for decades and the training of new professors to work within this new curriculum has not yet been clearly established. The course coordinators have experienced the challenge of creating new ways of doing things without removing the current model, and the faculties tend to offer resistance to incorporating the curriculum changes.

The new relationship had not been inserted into the historical constitution of each professor. Therefore, there is a perception that this process could undergo a crisis and will take a long period of time to be implemented.

Laurence bardin anГЎlise de conteГєdo pdf

E4: It was and is a difficult process, particularly because you are obliged to witness the transition of different curricula E7: Now, with respect to the change in the theoretical concept, we believe that it is possible to change and we believe that this may take between 10 and 15 years considering that we have been discussing it since the year E8: A process of change, of transformation, is much more complex than you can imagine or than you would envisage when you design a project. E Always running the risk of Another component of interest was the community-service interaction.

One of the main guidelines of PROMED is the diversification of practical scenarios as a strategy in training a professional acting in primary healthcare, in this case, after their graduation, acting as general practitioners in the health system. The partnership between the university and the health unit is an agreement between the university and the municipal council where the schools are located.

The students carry out the activities supervised by tutors contracted by the university, and they also participate in the activities of attending the patient during the course, gaining knowledge of the real demands of the assistance provided, and experiencing the everyday life of the health professionals in the community in which they attend the users of the health service.

Ways to integrate the teaching process with the network of health services are being sought, including offering professionals at the local health units post-graduate courses in strategic areas or in areas lacking professionals trained by SUS. Although essential for medical training, this involves various problems, which, although reported in the other components, deserve further emphasis: problems with relationships, lack of funding, cultural differences, training, etc.

E3: The students find working in the community very strange; they question whether they are learning medicine there. E5: Our curriculum was absolutely focused on hospitals. By forcing the student into the healthcare network we thought the result would be a greater focus on doctors working in primary and secondary healthcare. E8: The difficulties are constant E We have had some difficulties in placing our students in the healthcare system. We have succeeded because of our long tradition.

The category referring to limitations may be summarized as: the clear view of the coordinators is that this is a process of change. All change generates a certain discomfort and when it is a question of changing paradigms, and carrying out these changes with insufficient funding and with personnel who are not yet prepared for reform, this leads to new ways that are "incomplete, full of imperfections and challenges, because new things that continue to be burdened with the old ones need to be reinvented yet again".

However, there is a clear perception that "it is the concrete questions that mobilize people; that create the strength required for interaction and action". You only learn to do things by doing them, and this process is still in its infancy [ 12 ].


Challenges On the other hand, in contrast to the items presented as limitations, other options exist that are considered requirements that must be achieved. A component presented as a limitation may also be a potential item for change.

In this respect, three components were identified: integration, the process itself, and the future, which are clearly characterized in the following dialogues.

E1: The most important challenges are: basic-clinical integration, integration between areas of knowledge and the collaboration of the professors in adhering to the proposals and working together to achieve this integration.

E3: The greatest challenge is basic-applied integration. E Implementation of new teaching strategies in the area of primary healthcare in basic health units. The challenges were found to be similar in the various medical schools. Through comprehension of the perspectives of all of the structural and ideological reforms it is possible to raise awareness of the importance of the governmental programs and the promotion of the curricular changes through programs such as PROMED.

E4: This change also brings us E I think this is going to be one of the most difficult things in the future E There is a long way to go yet before I can say The challenges encountered go through the process of restructuring and also that of making the faculty aware of the process itself.

E It is a long process and is not yet complete, principally because we are changing people, changing ways of being.

Data analysis and treatment were focused on the frequency of themes, using the technique of thematic content analysis, according to the proposal of Laurence Bardin BARDIN, Firstly, we performed a pre-analysis, skimming the material for knowing it and the initial impressions about the issue.

Then, we explored the material by cross-sectional reading, establishing registration units, according to perceptions obtained regarding the replies given by the teachers and, later, the definition of analysis categories.

The analytical process was separately conducted by two researchers who sought to compare the individual analysis, producing an end-result from dialogue and consensus. To assist in these stages, all the answers to every question were typed and imported into the Atlas.

Teachers T received a sequential alphanumeric code T1, T2, T24 to ensure the confidentiality and anonymity of responses. Nineteen 19 high school teachers of state public schools participated in the study.


From the data analysis, we created three thematic categories: All participants addressed the aforementioned themes in their responses. The understanding of teachers regarding their role when discussing psychoactive substances. In this category of analysis, we found that some teachers did not consider the discussion on the use of alcohol and other drugs as their function, understanding that their actions are restricted only to the identification of students who use them and to inform those in charge, especially the family, considered as the main responsible to such occurrences.

The school should just warn the parents about changes in their child that suggest drug use [ Such perception may arise resistance among teachers, students, and their families to discuss the problem in a broad and dialogic way, making the problem veiled, although part of the everyday life of school environments.

The reports showed that, at the school environment, dialogues and open discussions on the topic do not arise very often. Such issue is commonly approached in a specific and individual way, with punitive nature and only brought up in cases of suspicion of substance use among school students.

Thus, the matter is not discussed on a permanent basis, collectively, and with an educational, preventive, or health-oriented purpose. The mediator teacher talks in private with every student that we suspect to be involved with some kind of addiction.

This reflects on the attempts to suppress the consumption of drugs, which eventually pathologize, judicialize, or policialize the issue. On the other hand, some teachers consider the school as a privileged environment to discuss, in an educational and transformative way, the issue of drug use among teenagers.

As arguments to the emergence of this action, respondents highlighted that the school is a locus where young people coalesce in the conviviality and socialization for a significantperiod of their lives. We perceive that, for some teachers, the school environment generates educational processes not only in terms of production and exchange of information and knowledge, but also of developing citizenship and social transformation.

Such perceptions become crucial, enabling these educators to be aware of the importance of developing educational and preventive actions regarding drug use. At school there is a large concentration of young people who experience the reality of the world of alcohol and other drugs.

By working with this topic we can minimize the situation a bit. To address the topic of alcohol and drugs is of extreme urgency, because the school is where students spend most of their time. Because the school, in addition to addressing general knowledge, must contribute to the human formation of citizens. However, what we verified in our study was the practice of fragmented and specific activities. It is possible that such paradox can be understood from the analysis of the following issues.

Some speeches of educators have revealed that they use personal resources, and not technical ones, to deal with drug use in their everyday life at work.

We recognize drug use by observing students, and several of them tell us who are the users and those who sell drugs. By observing employees who watch the yard and school dependencies [ Feelings of insecurity and discomfort also emerge when teachers do not consider themselves able to deal with it, especially when they consider such issue embarrassing or far from their educational field.

This is a difficult issue to be addressed by a Physics teacher, even if he feels comfortable and talks a lot with his students, it is uncomfortable when the subject is drugs. Accordingly, the results also show that the approach of the topic at school commonly turns to teachers of specific areas, which involve themes such as health, science, and biology.

Other subjects, in particular those of exact sciences, are not involved in such actions. This tends to focus the discussion on drug use in the school environment on some educators, thus preventing the development of broader and interdisciplinary actions.

I believe it is important knowing how to deal with the problems that, it seems, tend to increase. However, I understand the need to train teachers of Biology and Science to make a permanent work at the school and in the community.

I know that the Biology teacher has been working with the students. These perceptions can be related to the way the syllabus is divided in the public education system. Such reality, in addition to indicating a fragmented vision of the problem, could lead to disclaim of responsibility and the complacency of educators from other areas, resulting in the poor motivation of those involved and, consequently, to failure of actions.

Participants in the study also highlighted that the school managers do not always invest in continuous training or encouragement of teachers concerning the psychoactive substances issue among their students, being scarce the actions aimed at training of teachers through courses, guidance, among other investments.

We could verify that the aforementioned speeches converge on what people know about the operation of the public school system: It is noteworthy that, nowadays, although there are opportunities for education and courses for educators focused on the topic of psychoactive substances approach in schools ARALDI et al.

Paradoxically, they reported to have already executed or to have been developing some activity on the approach to the use of psychoactive substances in the classroom primarily focused on health promotion and use prevention. However, they do not believe their behavior to be effective, meaningful, or transforming, generating a pessimistic stance before the subject. I do not work with the topic not to delay the syllabus.

Furthermore, they mentioned that many teachers teach in three different shifts, often in different schools, hindering the creation of bonds with the school environments and the students. Campinas: Papirus, In the material we analyzed, the promises for a "balanced body" or "comprehensive development", for example, are unaccompanied by any reference or mention of the practice that evidences this synergy, triggering the impression that these terms become autonomous as words with sensory appeal, in a process emptying them of their meaning.

It is not difficult to observe a trend towards the holistic as more of an advertising resource than as an option of activities. In our data set, concepts such as "whole body" or "body in harmony" appear frequently without, however, any mention that explains what such concepts refer to. In this aestheticizing, the development of capitalist society leads to a perception of polarity between winners and losers.

Basically, the losers are those who do not adapt to the conditions, the winners those who, beyond adapting, manage to gain some advantage.

In dialogue with our results, we think that such aestheticizing also exists in these holistic trends to the extent that they appear to confer an association with this holism on the terms used in the dialogue, with positive integration in the course of life, in other words, expressions such as "body in harmony" or "body, mind and soul in balance" appear to be a form or better preparing the individual to live in society.

As we expounded in the previous context unit, some expressions of holistic trends in the discourses also seem to be aimed only at the phrase's sensory impact, without a more identifiable strict sense.

For example, we found the expression "wellbeing in balance" or even "life full of vitality". Finally, the last context unit discusses relationships and aesthetic projections both in terms of what concerns the environment of the gym as in the supposed image of the gym goer in their medium.

Esse est percipi comes to require effort and becomes a measure of behavior and of social status.

In them, ordinary people and situations were shown to be capable of emitting sensations on a grand scale, feeding back into the cycle of excitement in which the discourses we analyzed probably hitched a ride. It is no coincidence that the reality show in question generally has a gym in the center of the house on which many episodes central to the relationship developed.

It is in this seemingly health impulse or taking on healthy-style labels occupies more space than is actually healthy.

It is evident that all sorts of products and services will direct themselves towards this appearance. In our results, various expressions in the discourses appear to reveal these aesthetic projections. From the recurrent idea of "satisfaction" which, to a certain extent, suggests the subject's future behavior, to indications such as "in fashion", "make friends", or even "be happy" and "touch your heart".

Transform yourself and adapt better to the logic of sensations seems like an interesting selling point in academies' discourses, allowing us to compose this context unit denominated aesthetic projections.

The dissemination of gyms throughout the country, as shown in our quantitative data, shows that these spaces had spread out, as had the proliferation of discourse on physical activity, health and aesthetic existing in them. More aware discourse and effective health promoters appear to be given less space than the superficial proposals of pleasure, status and fun. We are not trying to say that physical activity should not be pleasurable or fun. What we found is that the logic of sensations appears to be the protagonist in the interests of gyms and that their discourses freely mix promoting health with selling sensory stimulus.

Final Considerations Before the survey and the inferences we constructed, it seems possible to say that Brazilian gyms are creating a discourse concentrated on provision of physical activity as a product associated with sensation seeking.

More than complementary data to understand the phenomenon of gyms today, this finding seems to point to a complete reorientation of attitudes and projects that involve physical activity in these situations. Our inferences indicate a situation in which the movement of sensations seems to occupy a more central and determining position than, for example, any scientific based theory directed at optimum gain of the results of this type of practice.

It is clear that our interpretation must distinguish discourse formulated to attract members. It is not possible for us to directly infer that the logic of sensations in the discourses is exactly that which they attempt to apply to the day-to-day life of classes. An experimental, longitudinal study could present this possibility, only briefly mentioned here, more consistently. But it is also possible to understand that the topic is not secondary in this field and that its systematic and constant interpretation becomes necessary if we want to draw up any effective contribution for reflection on such phenomena based on academic, philosophic or scientific discourse.

The balance is usually the social reality involved.

Revista Eletrônica de Educação

We found points of convergence between this palliative logic and the practice of physical activity in the discourses of the gyms. Moreover, the concept of health appears to serve as a joker to the discourses' proposals, representing something that is always good to have, but conveniently suited to the academies' different actions.Prentice Hall.

For Peirce, what differentiates the abduction of the induction is precisely the interpretive risk that the former takes when thinking of explanatory alternatives, rather than just establish a new general rule that represents the particular case. At this point, we can replace the relationship among induction, deduction and abduction in the categorical CA.

The dissemination of gyms throughout the country, as shown in our quantitative data, shows that these spaces had spread out, as had the proliferation of discourse on physical activity, health and aesthetic existing in them.

Laurence Bardin If the path adopted is possible without a prior theory, it is understood that the phenomenon can be grasped from the datum - and only then, the theory that represents it is sought empirical adequacy ; but as we have seen, it seems problematic and questionable the attempt to analyze data without having in mind a phenomenon. Share your thoughts with other customers. In this sense, it is necessary to be clear about the recording unit word, sentence, breaks of the sequence of phrases, silences, theme, etc.

Thus, the matter is not discussed on a permanent basis, collectively, and with an educational, preventive, or health-oriented purpose. This "naive" realist perspective has been criticized in the broader context of the philosophy of science for decades e.