1 |
Alves, 20121212 Alves LH de S, Boehs AE, Heidemann ITSB. Family health strategy professionals and users’ perception on health promotion groups. Texto e Context Enferm [Internet]. 2012 [acesso em 2023 mar 30];21(2):401–8. Disponível em: https://www.scielo.br/j/tce/a/Jc7vRdKrPqkxJKG3RctDDzD/?lang=pt, |
Dialogue, horizontality, autonomy, respect for the learner, problematization |
Culture circles (CC) |
Six CC were conducted across two healthcare units, involving users and professionals, each lasting approximately one hour. Two themes were unveiled as the most significant: unfamiliarity with the concept of group and the methodology utilized within the group. |
2 |
Baldissera, 20121717 Baldissera VDA, Bueno SMV, Hoga LAK. Aperfeiçoamento da sexualidade de mulheres idosas por meio da educação emancipatória. Health Care for Women International. 2012, 33 (10), 956-972., |
Dialogue, autonomy, problematization |
Dialogical panel, opinion dynamics, activities referred to as "The Mirror" and "The Photo." |
Dialogues and opinion dynamics were conducted on sexuality, encouraging dialogue, reflection, idea exposition, and promoting respect. The "Mirror" dynamics were employed to facilitate recognition of one's own beliefs and values regarding sexuality, while a photo activity was utilized to foster appreciation of self-concept, self-esteem, address aging bodies, and stimulate discussion on beauty. |
3 |
Camargo-Plazas, 20201818 Camargo-Plazas P, G. Costa I, Alvarado B, Duhn L, Tregunno D. Adapting Paulo Freire’s Participatory Education to Develop Self-Management Education Programs for Seniors With Diabetes. Can J Diabetes [Internet]. 2021 [acesso em 2023 mai 02]; 45(6):575–8. Disponível em:https://pubmed.ncbi.nlm.nih.gov/33308983/, |
Problematization, dialogue |
Culture circles |
A self-management education program for older adults with diabetes was proposed, comprising three dialectical phases. Initially, the theme is investigated, followed by the identification of topics related to the identified problems, and in the third phase, participants engage in a process of problematization. |
4 |
Gautério, 20131919 Gautério DP, Vidal DAS, Barlem JGT, Santos SS. Action by nurses to educate older adults: the family health strategy. Rev Enferm UERJ. 2013 [acesso em 2023 mai 04]; 21(2):824–8. Disponível em: https://www.epublicacoes.uerj.br/enfermagemuerj/article/view/12302/9581, |
Dialogicity, respect for the learner, and autonomy |
Collective actions in the community, group activities, and the involvement of volunteers' social networks. |
Reflection was made on the health actions developed by nurses to establish themselves as an effective strategy, which should be directed towards the cultural reality of older adults/learners, addressing the problem from collective thinking, analyzing beliefs, and values about a particular situation. |
5 |
Mendonça et al, 20131313 Mendonça ET, Fernandes L, Aires A, Amaro MO, Moreira TR, Henriques BD, et al. A experiência de oficinas educativas com idosos:( Re) pensando práticas à luz do pensamento Freireano. Rev APS [Internet]. 2013 [acesso em 2023 mar 30];16(4):479–84. Disponível em: https://periodicos.ufjf.br/index.php/aps/article/view/15199, |
Dialogue, problematization, autonomy |
Workshops |
Participatory methodologies and playful techniques were employed, including individual and group approaches to understand the subjects' reality regarding their use of prescribed medications. Additionally, theater, integration and relaxation dynamics, and the use of handmade materials for crafting medication storage boxes by older adults were utilized, facilitating the development and stimulation of psychomotor coordination. |
6 |
Moura e Silva, et al., 20192020 Moura E Silva ÁD, Barbosa ICFJ, Nery IS, Luz NSA, Fernandes AFC. Health education of elderly women’s breasts by circles of culture. Cult los Cuid [Internet]. 2019 [acesso em 2023 mai 04]; 23(53):330–9. Disponível em: http://dx.doi.org/10.14198/cuid.2019.53.31 https://doi.org/10.14198/cuid.2019.53.31...
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Dialogue, problematization, active listening, bilateral construction of knowledge |
Culture circles |
Four Culture Circles were conducted. In the first, a dynamic presentation and discussion on the concept of cancer were carried out, prompting the generation of words. The second involved a dialogue on methods of self-care for breast health through self-examination, brainstorming ideas on early detection. The third session included the reading of a fictional story to stimulate critical thinking, while the fourth featured a dynamic activity. |
7 |
Patrocinio e Pereira, 20131414 Patrocínio WP, Pereira B da P da C. Efeitos da educação em saúde sobre atitudes de idosos e sua contribuição para a educação gerontológica. Trab Educ e Saúde [Internet]. 2013 [acesso em 2023 mar 29]; 11(2):375-394. Disponível em: https://www.scielo.br/j/tes/a/rKF9t3hYRSzqFgMtj9yvVnm/, |
Autonomy, problematization, dialogue, critical reflection, awareness, dialogical relations between educator and learner; the transformative nature of education |
Implementation of a popular education program for older adults. |
The program was conducted through weekly meetings lasting approximately 150 minutes, spanning four months. Various thematic areas were selected to be organized within the program, including memory, sleep disorders, physical activity, healthy eating, oral health, emotions and feelings in old age, medication use, health instructions, positive aging image, elder abuse, and therapeutic activities (such as lian gong, tai chi chuan, yoga, massage, and therapeutic clay). |
8 |
Portela, 19992121 Portella MR. Caring for healthy aging: building an educational process with rural women. Rev Bras Enferm [Internet]. 1999 [acesso em 2023 mai 04]; 52(3):355–64. Disponível em: https://www.scielo.br/j/reben/a/9L3fDtgfpFGXpdbKhnR7k3L/?lang=pt, |
Reflective dialogue, joint reflection-action, nurse and group, respect for popular knowledge. |
Workshops |
The meetings took place fortnightly, lasting one and a half hours each. They unfolded in four stages: the first involved getting to know the group through data collection; the second identified health cultural practices, resulting in a diagnosis of the situation; the third involved co-constructing new health cultural practices with the group, and the final stage analyzed the process of change in health cultural practices. |
9 |
Tavares e Rodrigues, 20022222 Tavares DM dos S, Rodrigues RAP. Educação conscientizadora do idoso diabético: uma proposta de intervenção do enfermeiro. Rev Esc Enferm USP [Internet]. 2002 [acesso em 2023 mai 04]; 36(1):88–96. Disponível em: https://www.scielo.br/j/reeusp/a/pvGc5qBfkr8V9hspXmmKykj/abstract/?lang=pt, |
Autonomy, dialogue, participation, critical thinking, respecting their beliefs, feelings, and culture. |
Dialogic presentation related to the theme, group discussions, interaction strategies, provision of pamphlets, among other activities. |
From interviews with older adults, four themes emerged: Type 2 diabetes mellitus, Health services attention, Associated diseases, The elderly diabetic person. For each theme, general and specific objectives were outlined, the programmatic content to be covered was defined, and teaching strategies were established to be followed. |
10 |
Alencar et al, 20081515 Alencar MDSS, Barros FDO, Resende Gonçalves De Carvalho CM. Os aportes sócio-políticos da educação nutricional na perspectiva de um envelhecimento saudável. Rev Nutr [Internet]. 2008 [acesso em 2023 mai 02]; 21(4):369–381. Disponível em: https://www.scielo.br/j/rn/a/kn3HWwdjtjBnznWdh3Ly5Xk/abstract/?lang=pt, |
Critical Education, with an emphasis on Paulo Freire's problematizing pedagogical conception regarding aspects of conscientization, liberation, transformation of individuals, and humanization. |
Workshops were conducted, and educational materials were used. |
Classes were taught over thirty-one sessions, each lasting two hours. Programmatic activities were developed using the following teaching techniques: points of reflection and debate; oral communication; sharing experiences; group work; group dynamics; practical activities; reading short texts, magazine and newspaper articles, as well as relaxation techniques using music. |
11 |
Olympio, 20151616 Olympio PCAP. Gerontotecnologia na enfermagem: o emprego de jogos na educação em saúde com idosos sobre envelhecimento ativo e saudável. / Paula Cristina de Andrade pires Olympio. –Rio de Janeiro: UFRJ/EEAN, 2015., |
Dialogue, Problematization |
Four games were recreated: board game, memory game, puzzle, and bingo. |
The data were produced through individual interviews, group discussions, and participant observation. The research development stages included: sensitization of older adults regarding the study, individual interviews, meetings with convergence groups for discussion and implementation of gerontechnology, and evaluation of the entire process. |
12 |
Olympio e Alvim, 20182424 Olympio PC de AP, Alvim NAT. Board games: gerotechnology in nursing care practice. Rev Bras Enferm [Internet]. 2018 [acesso em 2023 mai 04]; 71 2:818–26. Disponível em: https://www.scielo.br/j/reben/a/D6WJPNcXg4K8DLXBYHrS6Cz/?lang=pt, |
Dialogue, Problematization |
Board game |
The study was divided into 3 stages, and the board game was introduced to older participants during the third meeting with each group. The game consists of six pieces representing older adults, twenty-one cards coordinating the dynamics among participants, and a game board with the rules. |
13 |
Souza et al, 20212323 Souza JB, Heidemann ITSB, Massaroli A, Geremia DS. Health promotion in coping with COVID-19: a Virtual Culture Circle experience. Rev Bras Enferm. 2021;74., |
Loving-kindness, dialogicity, attentive listening, horizontality |
Virtual Culture Circle (VCC) |
The Virtual Culture Circle was conducted during the quarantine period. The stages of the Research Itinerary were carried out by analogy with the construction of a house, which relies on all its structures to remain erected. A puzzle was organized to build the house, aiming to make the discussion about coping with Covid-19 more interactive and dialogical. |
14 |
Diogo et al, 20052525 Diogo MJDE, Ceolim MF, Cintra FA. Teaching program for elderly women who care for elderly relatives in their home: report of experience. Rev Esc Enferm USP [Internet]. 2005 [acesso em 2023 mai 05]; 39(1):97–102. Disponível em: https://www.scielo.br/j/reeusp/a/WwPQLpRzgy6SYHBTnPhPHJP/, |
The educational action was grounded in the experiences lived by the subjects, as well as autonomy and problematization. |
Program for guidance to relatives of frail older adults |
The "Orientation Program for Relatives of Frail Older Adults" was developed, providing assistance to the families of this demographic for home care. Various topics were addressed according to the group's needs, employing audiovisual resources and strategies such as problematization and experiencing the lives of older adults, free drawing, oral exposition, and practical activities. |
15 |
Moura et al, 20102626 Moura MAV, Domingos AM, Rassy ME de C. A qualidade na atenção à saúde da mulher idosa: um relato de experiência. Esc Anna Nery [Internet]. 2010 [acesso em 2023 mai 04]; 14(4):848–55. Disponível em: https://www.scielo.br/j/ean/a/S3Brx55Bx66QJPWPrK8S4Bm/,. |
Elaborated and developed in the light of Paulo Freire's Problem-Posing Pedagogy. |
Workshops |
Several working groups were established in response to the demands presented, such as literacy workshops, expressive self-activity groups, debate cycles, informative and reflective groups, memory and creativity workshops, dance experiencing groups, handicraft workshops, among others. |
16 |
Pereira et al, 20212727 Pereira DDA, Todaro MDÁ, Cachioni M. Educação permanente e o círculo de cultura freireano: diálogos com idosos. Ideação [Internet]. 2021 [acesso em 2023 mai 05]; 24;23(2):46–64. Disponível em: https://saber.unioeste.br/index.php/ideacao/article/view/26624, |
Dialogue, Problematization, Autonomy |
Workshops and Cultural Circles |
The workshops took place through Cultural Circles and compared the neuropsychological abilities of older participants at the beginning and end of the workshop. Permanent education practices aimed at an audience of educated older adults, within Paulo Freire's perspective of Cultural Circles, contributed to the improvement of neuropsychological functioning and response times to daily challenges. |