Navegando por Palavras-chave "neoplasms of the central nervous system"

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    Educação física escolar: tenho câncer, posso participar?
    (Universidade Federal de São Paulo (UNIFESP), 2014-08-09) Lima, Isabela Lemos de [UNIFESP]; Covic, Amalia Neide Covic [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)
    This study aims to comprehend how physical activities in Physical Education (PE) classes can help a student under oncologic treatment to find a new significance to her place inside the school culture that she is placed in. Focused on the phenomenon that occurs in a restricted and localized scenario ? the chronically ill student who doesn?t feel to fully belong to the institutions hospital and school, that help in their development ? the problem in this study has the intention to bring knowledge to researchers and professionals who work with education and/or health, and manifest interest for full time service of children and teenagers that remain ill for long periods and attend to regular schools. Nowadays it is becoming more frequent children and teenagers that, due to their health condition have to leave school, to return during of after their treatment. This population, although are special, reveal distinct questions from the populations with physical, mental or even sensorial disabilities. Thus, it justifies the necessity for the development of researches that consider the particularities of this population. Approaching the contemporary questions that the overabundance of facts, spaces and individualization of references underscore the need to give meaning to the present time, this research starts from the observation of the learning experiences in PE classes at a school in the city of São Paulo to understand the reasons why a student who attends a hospital school of the Instituto Oncológico Pediátrico/Grupo de Apoio a Adolescentes e Crianças com Câncer/Universidade Federal de São Paulo claims to not be understood by her school. Under the method of action research, approaches to the Habermas?s theory, whose focus aims to the practice of dialogue in the pursuit of agreement to solve problems installed in a particular society, and through the interviews that involve a student undergoing oncological treatment who has been losing her sight due to the disease, her doctor, her PE teacher, and one of the pedagogical coordinators from the school that she is enrolled. Since it?s about the local culture of a school environment and by the anthropologic place of living steps of life, it cyclically reflects the many and complex factors that interfere on the researched student?s life. Therefore, it concludes that the redefinition of the role played by the student who is an oncological patient with low sight occurs by: the autonomous formation of the student; constructing an environment where all participants learn; the understanding of the disease and its implications on the construction of the school curriculum; the space of the complementarity between school culture of PE and the possibilities and needs of severely ill student; the inclusion of professional training in places involving the school daily problem solving; to assume the individualizations that are presented on the whole, by those involved with the educational process of Basic Education; the parallel learning of teachers on other ways to reflect the issues of daily life and finally by the creation of formative artifacts that enable the exchange of roles without losing each one?s specificity.
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    A relação com o outro como forma de enfrentamento à experiência do câncer infantil em sistema nervoso central: significados de pacientes, mães e profissionais para a jornada do tratamento
    (Universidade Federal de São Paulo (UNIFESP), 2019) Nars, Clarissa Carvalho Fongaro [UNIFESP]; Gallian, Dante Marcello Claramonte [UNIFESP]; http://lattes.cnpq.br/6044992821022223; http://lattes.cnpq.br/6314237961073947; Universidade Federal de São Paulo (UNIFESP)
    Because it is a chronic condition, cancer requires complex care, being Central Nervous System tumors in childhood, one of the diseases that imposes more challenges to its coping, by the transformations generated in the body. Although it is a rare disease, cure rates have been increasing and, while thinking about Humanization practices in Health, bringing up for discussion what those involved in the process have to say about this experience becomes of utmost importance. Thus, in this research, we intend to understand the meanings attributed to the experience of having the life marked by childhood cancer in Central Nervous System, through the intertwining of narratives of those involved with this treatment at the end of the experience. And, from this general objective, we intend to understand also possible coping mechanisms to the referred experience. For this, it was designed a qualitative research, in which we chose the use of the Oral History of Life methodology. Nine collaborators were interviewed at a Paediatric Oncology unit in the city of São Paulo, including patients aged seven to thirteen, their mothers and professionals. Subsequently, the narratives were interpreted in the light of Borkan's immersion/ crystallization approach, based on the style of Hermeneutic Phenomenology. The narratives were interpreted using Jacqueline Lagrée’ Philosophy. With the intertwining of the narratives, it was possible to find a central theme that emerged from the narratives of all the collaborators: the relationship with the other as a way of coping with the experience of childhood cancer in the Central Nervous System. This relationship was understood through theoretical assumptions that the patient is considered a person, who is constructed from the relation with the other and from singular experiences. Dialogue is how these relationships are established. The ways of relating that emerged as sub-themes and gave meaning to the experience for all the collaborators were: the professional-patient relationship, the professional-family relationship, the support relationships of the family, the friendship relations and the technical knowledge as the mediating discourse of such relationships. This permeates all the narratives and is also configured as a way to signify the experience. Although the primacy of this discourse is emphasized, the emphasis given by the collaborators to the human aspect during treatment makes us consider that, in addition to the undisputed importance of the medical protocol for the success of the treatment, the relationship with the other has been configured as a crucial resource in the scope of healing. Thus, the dialogical relationship with the other meets a proposal that considers the human during cancer treatment, contributing to the discussions about Humanization in Health, which may favor the development of strategies for the complex care of childhood cancer.