Educational actions of voice practice groups

Abstract

Introduction: There are few studies concerning educational processes in vocal health. Purpose: To analyze educational actions and changes that took place in the Voice Practice Groups developed in the Educational context of Speech-Language Pathology and Audiology students. Material and method: Record study of 179 reports made by students supervised by their Professors, in the practical activities of a Speech-Language Pathology and Audiology college in the period between 1997 to 2013. The educational actions were identified categorized and analyzed by periods and the comparison between the differences in the periods enables the understanding of the changes that took place. Results: The most frequent actions were in the categories: “vocal and body therapeutic approaches”; “conferences”; “dramatizations and directed vocal interpretations”; “testimonials about voice” and “presentations”. The comparison between the initial and final periods showed that the changes were more evident in the “diagnosis approaches” category, reducing actions that were rooted on clinical voice practice and increasing dynamic as well as collective actions, with active subject participation. Conclusion: The study evidenced changes, advances and reformulation of educational actions and processes that, in becoming more dynamic and collective, with active subject participation, proved to be compatible with the perspective of Health Promotion. The Voice Practice Group is an important intervention strategy