Pensamento curricular contemporâneo na formação dos cursos de graduação em enfermagem em universidades públicas

Abstract

The modern and postmodern in nursing education practices based in curriculum development of the practices makes DCENF recontextualizer field of politics and national reorientation of education for health professionals. In this investigation of Curriculum and Teaching - Learning Process line in health education outside the problematic utterances of Science in Nursing and Unified Health System work. The locus was the Undergraduate Nursing in two public universities at Campus Metropolitan Recife in the State of Pernambuco and had the realization period from April to June 2013. This study aimed to investigate , map and record singularities in educational programs for graduates profile with humanistic education , critical, reflective , accountability consolidation of human resources to the National Health System to the proposed order , the option , quantitative and qualitative descriptive study with method mixed approach dialogic model . It describes the data as words, numbers, descriptive statements of relationships between variables of quantitative and qualitative features of the Basil Bernstein theoretical constructs, Foucault , and Peterson Zderad . The theoretical framework of the Pedagogic Discourse Theory, of Humanistic Nursing Practice and Foucault Discourse and scholars of critical theoretical perspectives and post-critical curriculum. The analysis plan based on the numeric symbolic, descriptive statistics , comparative exploratory descriptive analytical Document Analysis and Critical Analysis of Discourse in Foucault's perspective. It was found in the search field historic moment curricular change brokered between central control and power of the local municipality , in the process of developing curriculum recontextualization of the Unified Health System selection knowledge method based in technology , the relationships between content the essential core of the discipline of nursing fundamentals, administration and nursing education in poor pacing of their teaching objects, hierarchy and separation in the relations of the schooling process in the role of the enunciator of curriculum planning practices by collegiate course , NDE coordinator module tutors ; homogenization of curriculum in HEIs ; silencing material and symbolic of class and gender in curriculum development processes and the integration of teaching expository sequence education and service, teaching by questioning the reality of service, accountability and SUS blur the moral and ethical emerge as progressive pedagogical discursive resources education of nurses in the XXI Century . Thinking of safety and protection to life in the egress profile in addition to the curriculum in community reflexivity route ethos returned to full training including with respect to the practical freedom of the individual and deconstruction of pathological careful thought. Minimizing cultural pedagogy in health classification and framing of the subject. In turn , shifts the debate toward humanization and host of the real work practice Unified Health System : mobilization , social control , provision and delivery of public health services and education , a consolidation movement , materiality of signification comprehensiveness of health care , integral education of the general public interest in the qualifications of the Health System as well as material and immaterial of humanity .