Capacitação pedagógica: uma construção significativa para o aluno de graduação

Abstract

This work describes the structure of the course "Pedagogical Training" introduced in the new Nursing Curriculum of Minas Gerais Federal University College of Nursing. We believe that attending this pedagogical course provides students with the opportunity to be the active subjects and architects of their own knowledge, which will make it possible for them to deliberately develop their roles as educators and perform in a critical manner in view of the reality of those involved. It can be said that pedagogical training constitutes one of the possibilities to think about, reflect on and construct the teaching-learning process during both the moments experienced in class and those in the fields of clinical practice.

Utilização de metodologia ativa no ensino e assistência de enfermagem na produção nacional: revisão integrativa

“…In both education and care, it was found that there are some common setbacks to apply the new methodologies: the influence of conservative methods that generate, in some professionals, a resistance to accept other pedagogical concepts; the students' difficulty to become responsible for self-learning; the inflexibility of institutions and health services; some professionals' equivocated perception of losing power and their lack of knowledge regarding the pedagogical theories (13,20) .…”

“…It is important to recall that every pedagogical concept has specific sociopolitical intentions and the techniques used can characterize the teaching action as manipulating or emancipating (20) .…”

“…We highlight that the strengths of each methodology lies in how they are used. The chosen techniques can adopt different pedagogical concepts, which at times are centered on the teacher and at others on the student or on socialization (20) .…”

Contribuições da monitoria no processo ensino-aprendizagem em enfermagem

“…As respostas foram agrupadas, para uma melhor compreensão. A literatura reforça esta idéia quando menciona que a monitoria acadêmica propicia o aperfeiçoamento do processo profissional, criando condições para o aprofundamento teórico e o desenvolvimento de habilidades relacionadas à atividade docente (3) .…”

“…A partir da intenção de estabelecer uma relação dialógica entre monitor-aluno, a literatura enfatiza que tanto o educador, quanto o educando, aprendem com a relação ensino-aprendizagem. Ambos estabelecem uma relação na qual se fazem sujeitos do seu processo, superando o intelectualismo alienante e o autoritarismo do educador (3) . Neste caso, o monitor é aquele que contribui para o desenvolvimento da consciência crítica do aluno.…”