Practice as knowledge production in semi-presential education

Abrahão, Ana Lúcia

doi:10.1590/0103-11042019S607

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ESSAY • Saúde debate 43 (spe6) • 2019 • https://doi.org/10.1590/0103-11042019S607 copy

Practice as knowledge production in semi-presential education

Authorship SCIMAGO INSTITUTIONS RANKINGS

ABSTRACT

This essay aims to reflect on the production of health education, in the context of distance learning courses, focused on health management, which proposes the semi-presential logic. From the axes Knowledge and Permanent Health Education, it builds arguments for a dialogue about learning and teaching at a distance. It points to a virtuality that is updated in a territory of micropolitical and technopolitical nature, as it involves changes in relationships, processes, health acts, organizations and people.

KEYWORDS
Professional training; Permanent Health Education; Health education

Type of Knowledge	Main characteristics
Reactive/prescriptive Knowledge	Knowledge produced as a reaction to the problem presented, which in this process takes the protocol matrix of previously formulated knowledge as the only form of knowledge construction on which practice is based. It reveals an automatism in acting - action/reaction, with little room for reflection. Reacts according to the established, a response that is linked to the instituted of that action developed. A valid and important knowledge in situations of clinical urgency, for example.
Knowledge of self-use	In this dimension, the knowledge that is involved with the work is linked to the dramatic use of oneself, the dilemma between how much the subject of the action itself enters and the disposition of the production process. There is always use of oneself in building knowledge by the fact that we are alive. Reinventing ways to live, to survive, to live in common is something that pulsates and moves us. Living cannot be pure execution. We cannot imagine any activity - work or other - that is not also the use of oneself, that is, the mobilization of this enigmatic substance³3 Schwartz Y, Echternacht EH. O trabalho e a abordagem ergológica: "usos dramáticos de si" no contexto de uma central de tele-atendimento ao cliente. Informática na Edu. Teoria & prática. 2007; 10(2):9-24.⁽¹⁷⁾. Very similar to the following kind of knowledge, as it relates to the act, so that in producing knowledge it is done by including a part of itself in the process.
Knowledge implied	The knowledge produced from implication resembles self-construction. Differentiating itself by the implied dimension present in the production. The knowledge implied, is not synthesized from a matter of will, conscious decision of the worker; the knowledge implied in the work encompasses an analysis of the system of places, the pointing of the place that the worker occupies, the one he wants to occupy and what he is charged to occupy - while a health professional - with the challenges that this entails. The production of an implicated knowledge establishes the negation of the neutrality of the user/professional seeks to break the barriers between subject that knows and object to be known. Implied knowledge relates to the social, political, libidinal, and belonging of those involved in this production.
Reflective knowledge	The knowledge produced from the reflective process of those involved in the production of knowledge, is established, on what happens and touches the act of work, on what is going on and touches the professional. In this movement the reflective dynamics of recognizing what is produced, lead to the difference of the knowledge produced in the act. Reflective knowledge is made in the alterity environment of recognition of the other in this construction. This type of knowledge is constructed and established in the event, as something shared, a knowledge that produces reflection on what happens in the encounter.

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