| Exploration and planning. |
We could talk about food, walking. (I-1)
What matters is the rights of older individuals. (I-2) |
Motivation and confidence in the new proposal |
| Action |
Ah! I do not know how to draw! (I-3)
I cannot! (I-3)
I am not going to draw! (I-4)
I have never painted anything. (I-5)
I thought they would talk about diabetes, check the blood pressure, or the nutritionist would talk! (I-4) |
Resistance to the new proposal |
I drew a cat, my hero when I was a boy; it used to kill all the mice in the house, which was a lot. (I-6)
This is the foundation (drawing) of my house. I have built my house. I have built many houses in this life. (I-7)
I drew a garden; my whole life, I have liked roses; that is why I have married a rose. (I-8) |
Sense of meaning, freedom, confidence, and motivation |
At home, I live alone, eat alone. (I-9)
There is much offensive stuff in the fridge. (I-1) |
Difficulties |
I know how to make couscous. My mother used to make couscous from grazed corn. (I-10)
We used to make butter and curds only with milk from the cow. I still do. (I-11) |
Autonomy, independence, coping skills;
moving to the condition of instructor, multiplier, and protagonist with the group |
| I have already stopped going to parties because I have diabetes. (I-4) |
Understanding illness and its implications in life |
Theatre of the Oppressed dialogue
You cannot eat anything; what you can do is walk, walk in the morning, in the afternoon, at night (older individual in the role of the health professional). (I-12)
And am I going to starve to death? I do not like to walk (older individual in the role of the patient). (I-13)
That is your problem! (older individual in the role of the health professional). (I-12)
How do I come here, tell you about my problem, and you just say that I cannot eat and can only walk (older individual in the role of the patient). (I-13)
Yes, you have to walk to shape that body (older individual in the role of the health professional). (I-12)
What if I feel hungry? (older individual in the role of the patient). (I-13)
Oh! Hold on to the poison like a snake (older individual in the role of the health professional end the service). (I-12) |
Situations of oppression experienced in daily life;
reproduction of vertical relationships |
I play the accordion; it is good for me. I am exercising, doing good for the people and the older individuals. (I-13)
This is the first time I have danced since my husband died. He would not let me dance. I danced a lot when I was single. (I-14)
The day they killed Margarida, everything went dark; they messed with the energy of the city. (I-15) |
Freedom, shared decision;
autonomy in decision-making when older individuals united to form a “Forró pé da serra” band in the community;
action and reflection to recreate their own history, the community and the city, based on their lived experiences. |
She could go straight to the hospital to treat this wound. (I-11)
It is no use treating the wound if she is not treated well at home; she has to report her children. (I-10) |
Coping skills, shared decision;
autonomy in decision-making |
| Evaluation |
(...)At my age, I still solve everything, and that is how it will go as long as I am healthy, until the day God wants. (I-2) |
Socialization with bonding, redefining life projects and encouraging autonomy and independence |
