O ensino de graduação na Escola de Enfermagem de Ribeirão Preto da Universidade de São Paulo ao longo dos seus 50 anos (1953-2003)

Abstract

This study aims to describe the course of undergraduate education developed at the University of São Paulo at Ribeirão Preto College of Nursing throughout the 50 years of its history (1953-2003), offering tools for reflection about the historical and social context, about current curricular guidelines and political and pedagogical challenges with a view to nursing formation.

Ensino da enfermagem psiquiátrica/saúde mental: sua interface com a Reforma Psiquiátrica e diretrizes curriculares nacionais

“…The authors also understand that, in the daily activity of MH/PN teaching, learning how to do (2)(3)15) offers opportunities to develop competences for the transformation of mental health care knowledge and practices, to undertake actions aimed at the deinstitutionalization of insanity, to develop therapeutic patient/professional relations, to perceive care as an element of transformation of mental suffering experiences and feelings, to develop actions to receive and live with the differences, to exercise the ethics, solidarity and comprehension of the subject in his daily life. (2)(3)15) , in the pedagogical actions of MH/PN teaching, presents possibilities to understand the patient and his family, to develop team work as a supporting axis for psychosocial care actions, for the creation of other ways of thinking, living, seeing and working with insanity, for the development of interpersonal relations centered on comprehensive and receptive attitudes towards singularities and respect for differences in mental health care.…”

“…This study involves human subjects neither directly nor indirectly, neither fully nor partially. The development is supported by a theoretical proposition, essentially but not exclusively based on studies about the Psychiatric Reform (7,10) , the National Curricular Guidelines for Nursing Courses (2)(3)(4)(5) , Education in Mental Health and Psychiatric Nursing (8)(9)(10)(11)(12)(13) and Contemporaneous Education (14)(15)(16)(17) . These studies have multiple subjects, with different knowledge, interests and perspectives that contribute to the comprehension of the study object.…”

“…In MH/PN teaching, it is understood that learning how to know (2)(3)15) involves learning how to know the new reality of psychosocial care spaces, build a new perspective on insanity and new mental health care modalities, think of proposals for the reformulation of traditional notions and strategies that involve care to people with mental disorders, deconstruct and reconstruct knowledge in the mental health area, seek strategies for the deconstruction of technical rationality, epistemologically transcending the concept of mental health/disease.…”

“…(2)(3)15) , in the pedagogical actions of MH/PN teaching, presents possibilities to understand the patient and his family, to develop team work as a supporting axis for psychosocial care actions, for the creation of other ways of thinking, living, seeing and working with insanity, for the development of interpersonal relations centered on comprehensive and receptive attitudes towards singularities and respect for differences in mental health care. (2)(3)15) favors conditions for complete professional development, with sensitiveness, personal responsibility, ethical and aesthetic sense, autonomous and critical thinking, creativity, scientific strictness and initiative.…”

“…These premises appoint the need to restructure courses, through the construction of Curricular Guidelines for every Undergraduate Course (2)(3)(4) .…”