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Educação Física e saúde mental: uma prática de cuidado emergente - Abstract

Como citar este trabalho:
WACHS, Felipe. Educação Física e saúde mental: uma prática de cuidado emergente em Centros de Atenção Psicossocial (CAPS). 2008. 133 f. Dissertação (Mestrado em Ciências do Movimento Humano) - Programa de Pós-Graduação em Ciências do Movimento Humano, Escola de Educação Física, Universidade Federal do Rio Grande do Sul, Porto Alegre, 2008.
> Resumo  > Abstract  > Resumen  
This Master’s dissertation deals with the relationship between mental health and physical education. Its main objective is to discuss the issues about physical education teachers and the practices they develop in the Centers for Psychosocial Care (CAPS). This dissertation is based on the theoretical contribution of the Psychiatric Reform and is inspired methodologically on cartography. Through the examination of the relevant legislation; reports of national conferences on mental health; scientific production found in databases of the Virtual Health Library (BIREME) and; other academic manuscripts, approaching movements between mental health public policy and physical education were outlined. Field work was conducted on three CAPS (type II) of the 1st Regional Health Coordination of the Rio Grande do Sul state, which had physical education teachers in their teams. The observations ranged from two months to one year, and were recorded in a field log. From the material produced during the field work, six vignettes that demonstrate tension points between mental health and physical education in CAPS were selected. At the end of the investigation it was possible to comprehend that the presence of teachers in the CAPS requires them to incorporate codes and social functions of the institution which is not restricted to the simple implementation of physical activity programmes within the service. This allows the formation of the idea of "physical education that emerges from CAPS”, as opposed to a" physical education imposed in CAPS". At the same time, the presence of teachers and their practices mobilizes codes and functions in the search for other ways to organize the mental health care identified with social reintegration, deinstitutionalization and humanization.
 

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