Construção do projeto pedagógico: experiência da faculdade de Enfermagem da UERJ

Abstract

Social historical study, which has as object the construction of the pedagogic/political project of the Undergraduate Course of the Nursing School of the Rio de Janeiro State University (FENF/UERJ)--1992-2002. The objective is to report the experience of the construction of the Pedagogic Project. This research was conducted by analyzing documents and dissertations belonging to the 'Dr. Nalva Pereira Calda' Memory Center Collection. It is theoretically based on authors who deal with this theme. The structure and the curriculum plan of the Undergraduate Course were approved by the Superior Council of Teaching and Research of UERJ in December 2001, through the Deliberation no. 05/01, becoming valid as of the first half of 2002.

Formação em enfermagem e o mundo do trabalho: percepções de egressos de enfermagem

“…Assim, a ENF, por meio de uma construção coletiva, adotou outro paradigma para nortear o processo ensino-aprendizagem, a teoria crítica da educação, fundamentada na Pedagogia Problematizadora (4). Dessa forma, o atual currículo do Curso de Graduação em Enfermagem da UERJ (implantado em 1996) tem uma estrutura integrada que desenvolve a perspectiva da totalidade e da interdisciplinaridade, favorecendo a superação da visão fragmentada do homem e da saúde.…”

O egresso de enfermagem da FENF/UERJ no mundo do trabalho

“…The School of Nursing at Universidade do Estado do Rio de Janeiro (FENF/UERJ) has adopted as its mission and assumes the commitment to prepare nurse citizens who know the problems in their state, through teaching, research and community service activities, to respond to society's health needs, whose responsibility goes beyond purely technical levels and who charge themselves to adopt positions towards the world and life (1) .…”

“…To mobilize significant change processes in health professionals' education, innovative actions are needed that surpass crystallized structures and traditional teaching models, recovering the essence of health work, which stands out by subjectivity in the relation between the caregiver and the care receiver, with a view to constructing comprehensive health care (1) .…”

“…Thus, through a collective construction, the FENF adopted another paradigm to guide the teaching-learning process, the Critical Education Theory, based on the Problematizing Pedagogy (1) .…”

“…The choice of the Problematizing Method, based on Paulo Freire's premises, moves towards the consolidation of critical, dialectic and mainly dialogical education, capable of attributing students with the role of active subjects in the learning process, acknowledging their characteristics and life history in the socio-economic and cultural context (1) .…”