Abstract
This chapter summarizes the main results of the ten formative interventions presented in this book. We discuss the strategies used by our research group to support the learning process of the key theoretical and methodological tools used in the Change Laboratory method. We continue describing the role of demand, negotiation, the process of data collection, and the setting of the sessions. We summarize the hypothesis of contradictions and main results achieved so far in the ten interventions. We also reflect about the main learning challenges, the key innovations, and what were the key learning aspects in our research group. We argue that the CL method allowed not only the expansion of the work activities under intervention presented in this book but also the expansion of our research-interventionist activity, contributing to a broader understanding of who and how should be involved in interventions for developing workers’ health and safety. The method contributed toward a more systemic and historical approach in which interventions should be collaboratively constructed rather than imposed by an expert. Moreover, thanks to the theoretical tools used in the method, the findings could be generalized to other cases, allowing the new locally produced concepts to be applied in different settings.
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- 1.
This passage in the text brings us to the practice of confrontation recommended by the method of double stimulation that occurs in the context of the Change Laboratory.
- 2.
That has potential to generate knowledge.
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Vilela, R.A.d.G., Querol, M.A.P., Silva-Macaia, A.A., Hurtado, S.L.B. (2020). Learning in and from Change Laboratory Interventions for Developing Workers’ Health in Brazil. In: Vilela, R., Pereira Querol, M., Beltran Hurtado, S., Cerveny, G., Lopes, M. (eds) Collaborative Development for the Prevention of Occupational Accidents and Diseases. Springer, Cham. https://doi.org/10.1007/978-3-030-24420-0_15
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