Banca de DEFESA: Alessandra Lima Fontenele

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
STUDENT : Alessandra Lima Fontenele
DATE: 01/12/2025
TIME: 14:30
LOCAL: https://teams.microsoft.com/meet/2896130487221?p=PlodbuE6Ho8Js7Ahv6
TITLE:

“Narrative Bioethics and the Construction of the Teaching-Learning Process in Human Rights in Health ”

KEY WORDS:

“Bioethics; Health Education; Human Rights; Motion Pictures; Photography; Teaching._”

PAGES: 100
BIG AREA: Ciências da Saúde
AREA: Saúde Coletiva
SUMMARY:

“Introduction: Narrative Bioethics is configured as an effective approach to address conflicts, enabling individuals to interact with and influence the social environment in a more conscious and reflective manner. In Human Rights education, it stands out by fostering the understanding of human experiences in their complexity and broadening the debate on fairer and more inclusive health practices. In this context, photography, associated with Narrative Bioethics, emerges as a powerful tool to share experiences that reflect culture, tradition, and values. Likewise, film-debate, by articulating audiovisual language and critical dialogue, enhances ethical awareness and collective reflection, stimulating critical thinking and the construction of shared narratives. Objective: To develop and validate a participatory teaching methodology based on Narrative Bioethics, integrating photography and film-debate as pedagogical tools for the teaching-learning process of human rights in health education. Methodology: A qualitative social study structured in three stages: exploratory phase, with a pilot photographic workshop; fieldwork conducted in three undergraduate nursing classes, with pedagogical workshops combining photography, film-debate, and mapping of human rights violations; and analysis of empirical and documentary material. Narrative and iconographic analysis, pre- and post-workshop questionnaires, and content analysis were employed. Results: The research produced four articles that highlighted the potential of multiple narratives as formative strategies; the narrative and iconographic analysis of photographic productions as a didactic resource; the mapping of human rights violations in the Federal District; and the validation of filmdebate as an active methodology in human rights education. Discussion: The findings show that photography and film-debate broadened students’ awareness of ethical, social, and political issues, fostering critical consciousness for health practice. The workshops created spaces for dialogue in which students not only recognized but also re-signified human rights violations based on their own experiences, strengthening empathy and deliberative capacity. Narrative and iconographic analysis revealed the unique pedagogical role of art in articulating reason and emotion, thereby deepening the understanding of contexts of vulnerability. Active methodologies fostered student autonomy, encouraged participation, and promoted shared knowledge construction. Thus, Narrative Bioethics was consolidated as a critical pathway for teaching and learning—both formative and emancipatory. Conclusion: The study reinforces the relevance of integrating Narrative Bioethics and Human Rights into health curricula through innovative active methodologies. Photography and film-debate proved to be not only strategies for ethical sensitization but also means of empowering future professionals to recognize and confront injustice, exclusion, and violence. As a practical contribution, the thesis offers a pedagogical model replicable in different educational contexts, fostering interdisciplinarity and dialogue between bioethics, education, and human rights. From a theoretical standpoint, it reaffirms the centrality of narrative and art in critical and reflective health education. As a limitation, it acknowledges the need for longer follow-up of workshops to consolidate learning and assess medium- and long-term impacts. Nevertheless, the study opens pathways for future research and interventions that integrate art, ethics, and pedagogy, contributing to the consolidation of a more humanized, just, and dignity-oriented practice in healthcare.”

COMMITTEE MEMBERS:
Presidente - 404501 - DIRCE BELLEZI GUILHEM
Interna - ***.616.438-** - MARIA RITA CARVALHO GARBI NOVAES - UnB
Externa ao Programa - 2306791 - DIANE MARIA SCHERER KUHN LAGO - UnBExterno à Instituição - DIEGO CARLOS ZANELLA - UFN
Externa à Instituição - GRAZIANI IZIDORO FERREIRA - SESDF