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Educação & Formação

versão On-line ISSN 2448-3583


CAVALCANTI, Natália Conceição Silva Barros; NAUAR, Ana Lídia  e  ALMEIDA, Márcia Victoria Carvalho. Education and female empowerment: pedagogical strategies of humanization groups for childbirth and birth in Belém do Pará. Educ. Form. [online]. 2021, vol.6, n.2, e4159.  Epub 20-Abr-2021. ISSN 2448-3583.

Aiming to identify the form of organization and performance of the humanization groups for childbirth and birth in the metropolitan region of Belém do Pará, the study hypothesizes the predominance of a critical pedagogy in the way of conducting their activities. It is an exploratory and descriptive research, with a qualitative approach, based on the ethnographic perspective, with participant observation (GEERTZ, 2008), in the molds of Anthropology, and which is based on theoretical research on the humanization movements of childbirth in Brazil. Brazil (DINIZ, 2005; BARRETO, 2014; HIRSCH, 2014; CARNEIRO, 2015); and in the debate on social movements and non-formal education translated into the concept of practical learning (GOHN, 2011; GOHN, 2014). The groups studied and with greater visibility were: Ishtar Belém and Projeto TransformaDor, which converge in relation to the methodology of action used: lectures, conversation circles, cine debates, leafleting and production of digital content on social networks, in addition to acting in favor of female empowerment in the delivery scene. Data collection took place through semi-structured interviews, participant observation and questionnaires, plus analysis of documents (printed and digital produced by the groups), audiovisual (photographs, videos, documentaries, etc.). The results pointed out the heterogeneity of these groups, highlighting that there is a common female protagonism in the diffusion, defense and promotion of other forms of childbirth and the criticism of the imposition of cesarean sections. We thus identified non-formal educational processes based on popular education strategies, valuing the dialogue and the experience of women.

Palavras-chave : Non-formal education; Woman; Humanized birth; Body.

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