Dobras expressivas na formação docente: fotografia como acontecimento

Este artigo objetiva problematizar a expressividade da fotografia como acontecimento formativo que parte do vivido e da abertura para que se manifeste o criativo. A reflexão aqui desenvolvida se articula a partir de linhas de convergência entre dois campos do conhecimento: Educação e Filosofia, recorrendo-se à abordagem da metodologia fenomenológica para indicar as variações da experiência na jurisdição da imanência. No discurso epistemológico predominante, somos movidos pelo racional, pelo cognitivo, e desvalorizamos as sensações e emoções como vias de acesso ao conhecimento, que são tão legítimas quanto a dimensão racional. Trata-se, pois, de explorar as dimensões criativas e fronteiriças da cognição e da imagem como possibilidades de outros modos de sentir e pensar.Palavras-chave: Acontecimento formativo. Fotografia. Educação. Fenomenologia.Expressive folds in teaching: photography as an eventABSTRACTThis article aims to problematize the expressiveness of photography as a formative event that starts from the experience and the opening for the creative to manifest itself. The reflection developed here is articulated based on lines of convergence between two fields of knowledge: Education and Philosophy, using the phenomenological methodology approach to indicate variations in experience in the jurisdiction of immanence. In the predominant epistemological discourse, we are moved by the rational, by the cognitive, and we devalue sensations and emotions as ways of accessing knowledge, which are as legitimate as the rational dimension. It is, therefore, about exploring the creative and frontier dimensions of cognition and image as possibilities for other ways of feeling and thinkingKeywords: Formative happening. Photography. Education. Phenomenology.Pliegues expresivos en la enseñanza: la fotografía como un eventoRESUMENEste artículo tiene como objetivo problematizar la expresividad de la fotografía como un evento formativo que parte de la experiencia y la apertura para que lo creativo se manifieste. La reflexión desarrollada aquí se articula en base a líneas de convergencia entre dos campos de conocimiento: Educación y Filosofía, utilizando el enfoque de metodología fenomenológica para indicar variaciones en la experiencia en la jurisdicción de la inmanencia. En el discurso epistemológico predominante, nos mueve lo racional, lo cognitivo, y devaluamos las sensaciones y las emociones como formas de acceder al conocimiento, que son tan legítimas como la dimensión racional. Por lo tanto, se trata de explorar las dimensiones creativas y fronterizas de la cognición y la imagen como posibilidades para otras formas de sentir y pensar.Palabras clave: Evento formativo. Fotografía. Educación. Fenomenología.

Importance of Photography Education to Improve Image Quality for Accurate Remote Diagnoses in Dental Trauma Patients: Observational Study

Background High-quality photos are critical for the remote diagnosis of dental trauma and thus are beneficial to the prognosis. The quality of the images obtained using a cell phone depends on the level of dental and photography knowledge of the person who is taking the photos. Objective This study aimed to determine the efficacy of photography education in improving images used for the remote diagnosis of dental trauma. Methods The subjects comprised 30 laypeople and 30 dentists who were randomly assigned to 15 subgroups with 2 subjects in each. Each subject was asked to take photos of their own anterior teeth and those of their partner on the assumption that an accident occurred using both an iPhone 4s and iPhone 6. Education about how to take an appropriate photo of the anterior teeth for teleconsultation purposes was then provided, after which photos were taken again. Photos were assessed by a dentist for their usefulness in diagnosis. Results This study analyzed 965 photos: 441 taken by laypeople and 524 taken by dentists. Photos taken after providing education had significantly higher scores for all assessment items than those taken before education (P<.05). The scores were also significantly higher for photos taken using the rear camera than those taken using the front camera (P<.02). The iPhone 6 did not have overwhelming advantages. The photos taken by dentists had significantly higher scores than those taken by laypeople for most of the evaluated items. Conclusions Both laypeople and dentists might find photography education useful for when they are taking photos to be used in teleconsultations. The type of cell phone does not significantly affect the usefulness of such photos.

Importance of Photography Education to Improve Image Quality for Accurate Remote Diagnoses in Dental Trauma Patients: Observational Study (Preprint)

BACKGROUND High-quality photos are critical for the remote diagnosis of dental trauma and thus are beneficial to the prognosis. The quality of the images obtained using a cell phone depends on the level of dental and photography knowledge of the person who is taking the photos. OBJECTIVE This study aimed to determine the efficacy of photography education in improving images used for the remote diagnosis of dental trauma. METHODS The subjects comprised 30 laypeople and 30 dentists who were randomly assigned to 15 subgroups with 2 subjects in each. Each subject was asked to take photos of their own anterior teeth and those of their partner on the assumption that an accident occurred using both an iPhone 4s and iPhone 6. Education about how to take an appropriate photo of the anterior teeth for teleconsultation purposes was then provided, after which photos were taken again. Photos were assessed by a dentist for their usefulness in diagnosis. RESULTS This study analyzed 965 photos: 441 taken by laypeople and 524 taken by dentists. Photos taken after providing education had significantly higher scores for all assessment items than those taken before education (<i>P</i>&lt;.05). The scores were also significantly higher for photos taken using the rear camera than those taken using the front camera (<i>P</i>&lt;.02). The iPhone 6 did not have overwhelming advantages. The photos taken by dentists had significantly higher scores than those taken by laypeople for most of the evaluated items. CONCLUSIONS Both laypeople and dentists might find photography education useful for when they are taking photos to be used in teleconsultations. The type of cell phone does not significantly affect the usefulness of such photos.