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Publication
A inserção do lúdico no tratamento da SIDA pediátrica
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Advisor(s)
Abstract(s)
Este trabalho descreve o significado atribuído por
usuários e equipa a uma brinquedoteca que atende
crianças e adolescentes seropositivos para SIDA.
Elegeu-se como estratégia metodológica a pesquisa
qualitativa através da observação participante e
entrevistas semi-estruturadas. O grupo estudado
constituiu-se de 57 sujeitos e as informações foram
trabalhadas na perspectiva da análise de conteúdo,
através das seguintes categorias temáticas: A
Brinquedoteca como espaço terapêutico, espaço de
acolhimento, de troca de experiências; favorecedor da
adesão, como “empowerment” (empoderamento) e na
formação de recursos humanos. Segundo os
entrevistados, no espaço lúdico, os sujeitos podem
elaborar suas vivências, podendo favorecer o
tratamento e a adesão. O brincar também trouxe uma
grande contribuição na humanização do ambulatório.
Possibilitou aos familiares trocas de experiências,
compartilhamento de vivências e reflexão sobre a
condição da seropositividade. Ressalta-se a
alternactiva de monitoria por parte de adolescentes
seropositivos, caracterizando a brinquedoteca como
espaço de (re)significação do tratamento e melhoria na
auto-estima.
This work describes the meanings and/or signification attributed by users and the professional team of a toy library, which attends HIV/SIDA positive children and adolescents. In order to describe the attributed meanings of this toy library by different social actors, qualitative research using participative observation, semi-structured interviews were chosen as a methodological strategy. Data of 57 individuals were analyzed by applying content analysis, using the following categories: (1) the toy library as a therapeutic space; (2) a space for welcoming; (3) a place for exchanging experiences; (4) strengthening compliance and (5) strengthening of capacity building of students involved in the project. According to the interviewees, the participants were able to elaborate upon their life experience at the toy library, and in this way contribute to the treatment and its compliance. The playing aspect in itself also brought a significant contribution to the humanization of the ambulatory. It offered the possibility for families to share and exchange their experiences and reflect about the condition of seropositivity. It is also important to point out that the possibility of the seropositive adolescents to be monitors characterized the toy library as place for (re)signification of their treatment and improvement of self-confidence.
This work describes the meanings and/or signification attributed by users and the professional team of a toy library, which attends HIV/SIDA positive children and adolescents. In order to describe the attributed meanings of this toy library by different social actors, qualitative research using participative observation, semi-structured interviews were chosen as a methodological strategy. Data of 57 individuals were analyzed by applying content analysis, using the following categories: (1) the toy library as a therapeutic space; (2) a space for welcoming; (3) a place for exchanging experiences; (4) strengthening compliance and (5) strengthening of capacity building of students involved in the project. According to the interviewees, the participants were able to elaborate upon their life experience at the toy library, and in this way contribute to the treatment and its compliance. The playing aspect in itself also brought a significant contribution to the humanization of the ambulatory. It offered the possibility for families to share and exchange their experiences and reflect about the condition of seropositivity. It is also important to point out that the possibility of the seropositive adolescents to be monitors characterized the toy library as place for (re)signification of their treatment and improvement of self-confidence.
Description
Keywords
Brinquedoteca Educação em saúde Lúdico SIDA pediátrica Health Education Ludic Pediatric SIDA Toy library
Citation
Análise Psicológica, 27(1), 33-43.
Publisher
Instituto Superior de Psicologia Aplicada