A capacitação pedagógica na graduação em enfermagem: uma reflexão sobre a formação para a função educativa

Abstract

Nursing is a profession recognized nationwide, which has a diversity of operation, among them the educational dimension, since the graduates take more seriously the role of health educator, whether in a formal or informal way. This dimension of operation is covered from the Professional Practice Law to the National Curriculum Guidelines of Nursing (DCN Enf), where there is a mention about the pedagogical training, regardless of the degree. In light of the above, the proposal was to develop the field research whose goal was to identify the pedagogical training in the curriculum contents and under the teaching perspective. This study gave rise to two papers and two products, which are included in this Term Paper (TP). It was an exploratory research, where we used documentary analysis and applied a questionnaire with the teachers. We analyzed the pedagogical projects, the menus and the matrices of the Nursing Courses of four HEIs in the city of Maceió. They were chosen because of their antiquity and tradition in offering the course at stake. We sought to identify the precepts of the curriculum model designed by MOHR (2011) and the curriculum knowledge of TARDIF (2014), thus generating the first paper, which was entitled as: “Pedagogical training in the Nursing training: curriculum tensions”. After approval by the ethics committee, under the Opinion nº 1.653.161, we applied a questionnaire to the one hundred and ninety-six teachers working in these HEIs, with the return of nineteen valid questionnaires. The data generated were submitted to thematic analysis, which originated the second paper, with the following title: “Development of pedagogical training in the training of the nurse: a teaching perspective”. Lastly, based on the results, we elaborated a “Matrix to verify the development of pedagogical training in the Nursing Courses” as a proposal to identify the development of the pedagogical training of the course. The results of this research and the matrix were presented to the representatives of the Coordination of Nursing, the Collegiate and the Structuring Teaching Core – NDE of the Nursing Course, who were invited to the presentation meeting by means of an invitation sent by electronic address, where the master’s student has a professional linkage. The final products of the master's program allowed a moment of contribution of the participants and also of return of the research, which in turn reaches the goal of the professional master's degree. This movement enabled us to reflect on the professional development “in” and “of the” place of origin of the master’s student, thus allowing a critical and transformative assessment of professional practices.