Pedagogias dentro do currículo de terapia ocupacional: centrando uma práxis decolonial na prática de desenvolvimento comunitário

Galvaan, Roshan; Peters, Liesl; Richards, Leigh Ann; Francke, Mellisa; Krenzer, Meghan

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Sumário

Original Article • Cad. Bras. Ter. Ocup. 30 (spe) • 2022 • https://doi.org/10.1590/2526-8910.ctoAO24023133 copiar

Pedagogias dentro do currículo de terapia ocupacional: centrando uma práxis decolonial na prática de desenvolvimento comunitário

Autoria SCIMAGO INSTITUTIONS RANKINGS

Resumo

Introdução

A terapia ocupacional crítica visa promover a justiça ocupacional, abordando os determinantes sociais da saúde e as estruturas sociopolíticas que afetam o envolvimento ocupacional das pessoas.

Objetivo

Descrever e examinar a pedagogia aplicada ao currículo de Práticas de Desenvolvimento Comunitário, na Universidade da Cidade do Cabo (UCT), África do Sul.

Método

foram usados múltiplos métodos para a construção do caso. Isso incluiu a revisão de documentos e artefatos associados e uma discussão de grupo focal com acadêmicos que ensinam no programa. Esses acadêmicos também escreveram diários reflexivos que foram incluídas em nossa análise. Os dados foram analisados por meio de uma síntese interpretativa crítica.

Resultados

Um tema abrangente emergiu, a saber: “Modelagem de processos de desenvolvimento em uma aliança de ensino e aprendizagem”. Este tema identificou nossa abordagem pedagógica chave, ilustrando como uma práxis decolonial, abrangendo ações pedagógicas particulares, facilitou mudanças em direção à terapia ocupacional crítica. Essas ações pedagógicas foram refletidas em três categorias: “Parcerias para trazer nosso eu criticamente reflexivo e autêntico”; “O trabalho de desenvolver processos individuais e sistêmicos de luta” e “comprometer-se a enfrentar juntos as incertezas”.

Conclusão

Nossa interpretação sobre a nossa abordagem pedagógica dentro do currículo demonstra como as pedagogias decoloniais abrem caminhos que promovem o tipo de aprendizagem dialógica que é importante para a terapia ocupacional crítica. Essas pedagogias decoloniais são importantes para o desenvolvimento de uma profissão voltada para a justiça.

Palavras-chave:
Justiça Social, Educação Superior; Ensino; Aprendizagem; Terapia Ocupacional/Crítica

Professional Courses in BSc Occupational Therapy Programme
First year	Second year	Third year	Fourth year
AHS1035F: Human Occupation and Development AHS1032S: Occupational Perspectives on Health and Well-being	AHS2043W: Occupational Therapy II	AHS3113W: Foundation Theory for OT Practice I AHS3107W: OT Theory and Practice in Physical Health AHS3108W: OT Theory and Practice in Mental Health	AHS4119W: Occupational Therapy Research and Practice Management AHS4120W: Foundation Theory for OT Practice II AHS4121W: Occupational Therapy practice and service learning

Author/Participant	Position at the time of the study
Richards	Senior clinical educator
Francke	Clinical educator
Krenzer	Ad hoc lecturer
Peters	Senior lecturer
Galvaan	Professor

Year of Study	Content focus	Brief description of the content	Teaching strategies	Assessment Modalities
First Year	Context of human occupation Occupational Risk Factors The Occupational Therapist as transformative agent	● Knowledge of how environments and contexts may contribute to health/ill-health for groups of people. ● Developing insight into social position(s) and how to position oneself as a socially transformative agent for change.	Lectures and practical sessions	Short answer written test questions
Second Year	Assessment (CRA) using participatory techniques	● Understand how context enables or restricts the participation of vulnerable individuals or groups. ● Develop skill in methods that enable a critical analysis of how the context shapes experiences of marginalisation, and as a consequence development, health and well-being.	Interactive lectures where case studies are used to stimulate discussion.	A CRA group project occurs in which students conduct a CRA in a self-selected community which is accessible to them.
Third Year:	Diversity and Intersectionality Occupational Injustice	● Develop insight into how equity influences interpretations of diversity and how intersectionality relates to power, oppression and privilege in human occupation. ● Develop basic competence in an intersectional analysis to make sense of human occupation in context. ● Theories and concepts of occupational justice	Interactive workshops Lectures	A reflective assignment is completed in diverse pairs where students. An Equity and Diversity reflective log is completed during third year and fourth year practice learning blocks. A written test question.
Fourth Year	Introduction to Human Development Critical OT and Occupational Justice Critical Occupational Science constructs Processes and implementation of the Occupation based community development (ObCD) framework Facilitation of participatory techniques including capacity building, photovoice, action-learning productive conversation and problem-posing	● Development of competence in applying a community development practice process within a community setting. Community settings include organisations that serve marginalised groups towards facilitating the achievement of social justice. During practice learning students are expected to engage with role players, stakeholders and policy across institutional fields and spaces in order to lobby for change within local structures.	Interactive lectures and workshops where knowledge and practice experiences are critiqued. One 6-7 week practice learning block at a community-based site (+/- 220 hours per student) during which students receive individual and group supervision. Tutorials	Students are assessed through a formative CDP assignment where there is an opportunity to consider the theoretical foundations of CDP but also reflect critically on how these foundations might support their practice. Short-answer and essay-type questions nt. As part of each block each student completes two practical demonstrations and their implementation of a CDP OT process is evaluated throughout the block

Universidade Federal de São Carlos, Departamento de Terapia Ocupacional Rodovia Washington Luis, Km 235, Caixa Postal 676, CEP: , 13565-905, São Carlos, SP - Brasil, Tel.: 55-16-3361-8749 - São Carlos - SP - Brazil
E-mail: cadto@ufscar.br

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[1] Author’s Contributions

Leigh Ann Richards is the principal investigator of the grant that funded this research and led the data generation process, with all authors contributing to data generation. The first three authors (Roshan Galvaan; Liesl Peters and Leigh Ann Richards) completed the detailed data analysis and all authors (including Melissa Francke and Meghan Krenzer) contributed to confirming the findings. Roshan Galvaan led the draft of this paper, with Liesl Peters and Leigh Ann Richards working on subsequent revisions. Mellisa Francke and Meghan Krenzer contributed to finalizing the revisions. All authors approved the final version of the text.