Nursing education: contradictions and challenges of pedagogical practice

Abstract

(1)(2)(3) . We believe this is due to the fact that the pedagogical practice of nursing educators has not accompanied the intended curricular changes in terms of philosophical-methodological premises and objectives, but have maintained the characteristics of traditional pedagogical practice (4)(5)(6) . This practice perpetuates the biomedical-technical model (7) , as opposed to the nursing education demanded by contemporary reality.Nowadays, we perceive Human Care (8)(9) in another dimension, which evolved to become the "health act's pair". The latter is understood as an exchange between subjects, in compliance with integral care. However, until the 1990's, this was not a source of great concern. The word care had little use, and the most used term was assistance, which implied delivering nursing assistance, an act that, in our opinion, was performed without reflecting on its meaning to whoever received or delivered the care.On the other hand, education was almost always connected with technical activities. It is common for professional care to be delivered mechanically, guided by tasks, in rigid compliance with standards and prescriptions. Personal relations, in turn, are almost always fragile.When the new minimal curriculum for nursing courses in Brazil was approved through Decree 1721/ 94 by the Ministry of Education and Culture (MEC), this perspective gave rise to our desire to work with "Curriculum" and "Pedagogical Practice" in nursing education.We start from the premise of an interdependent relation between the curriculum on the one hand, which represents the intention, the what and how education should be, and pedagogical practice on the other, which should put this plan into practice, that is, the academic training process.In addition, further studies are needed, looking at concrete realities in daily professional pedagogical practice.Hence, we intended to study the reality we experienced as faculty members and co-participants in its administration, as we had the opportunity to experience it as a faculty member, coordinator of the We analyzed data about how these faculty members and students understood curriculum, in the light of the concept addressed in the subject Curriculum of the Master's Course in Education -UESC/ UFBA (1995); with respect to curriculum types, the reference framework was based on two experts (10)(11) who work with Curriculum Typology; for approaches to the teaching-learning process and teaching practices, we elaborated a reference framework based on authors (4,12) OBJECTIVES RESULT ANALYSIS AND DISCUSSIONBefore moving on to the results, we highlight the noticeable lack of studies about the pedagogical practice of undergraduate nursing faculty members and undergraduate nursing course curricula. These This allows us to conclude that most faculty members and, consequently, students do not seem to be able to form a concept about curriculum. A comparison between the hour loads of the "old" and the "new" curriculum showed that about 41% of the total hour load of the course, correspo...

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