Percurso dialógico no desenvolvimento de uma gerontotecnologia : pesquisa-ação com usuários de insulina

Abstract

The process of education in health of the elderly who experience Diabetes mellitus and use insulin as pharmacological treatment requires special approach, given its context for learning and educational frameworks that exalt its participation. In this sense, the study outlined from the following question: Which content and educational technology would be suitable to the demands of education of elderly with Diabetes mellitus and using insulin? From this perspective, the present study aimed to describe the development of a gerontotechnological education itself to meet the demands of users of insulin in the dialogical perspective of Paulo Freire. It was a qualitative study approach of participatory action research conducted in a Basic Health Unit located in a city in the northwest of Paraná State, Brazil, in the second semester of 2016. The path of the development of gerontotechnology happened from the abstraction of the participants, conducting individual interviews followed by two educational workshops for delimitation of the subject matter and the type of gerontotechnology of elderly?s interest, elaboration of educational gerontotechnology and, finally, its validation by expert judges and the public. The study included 13 elderly users of insulin, seven health professionals working in primary care and nine expert judges for the validation of gerontotechnology built with and for the elderly. The analysis of the interviews identified three themes generating educational demands: "knowing the disease", "treatment" and "complications" of Diabetes mellitus. These generator themes formed the programmatic content of the first educational workshop in which, through dialogue, the participants descrambled and revealed critically each theme generator. Meanwhile, the discussion about infections in people with Diabetes mellitus was the most curious, and therefore was the thematic chosen for the educational gerontotechnology developed, in the form of a booklet because they consider it easy to handle and disseminate the material. The development process of gerontotechnology was participatory and dialogic and permeated the most relevant steps, namely: the choice of the thematic, the type of educational gerontotechnology and its evaluation. After the development of the gerontotechnology, it was validated by the elderly and experts, obtaining score above 80% and refitting. It was considered opportune to use the dialogic in the development course of gerontotechnology, as this course proved authentic in order to meet the real demand of the participants