Identidade Profisional De Enfermeiros/As: Perspectivas De Formação Docente

Abstract

O presente artigo introduz a discussão oriunda de pesquisa de Mestrado em Educação, em andamento. Busca compreender as perspectivas de formação do enfermeiro/a docente em relação a seu trabalho na educação profissional no sentido de perceber a identidade docente. Entendemos a construção deste conhecimento como espaço de reflexão, além de possibilitar mudanças na prática docente, permite a reflexividade sobre esta identidade profissional, construindo pistas e novas perspectivas de formação pedagógica, buscando um maior aprofundamento teórico, metodológico e interpretativo. Entendemos o quanto é importante redescobrir uma nova e mais poderosa identidade profissional para esses novos desafios do sistema educacional para o melhor exercício docente. Neste contexto, a prática reflexiva é apontada como referencial para o desenvolvimento da formação da identidade docente

A formação contínua no desenvolvimento de competências do professor de enfermagem

“…The reflection on the tools they use, the discussion on ways to promote learning, the new methodologies (11) and the follow-up of interns. The training presupposes the establishment of spaces for reflection and participation so that teachers in the nursing sciences learn from the reflection and analysis of problematic situations, assuming as a starting point the needs of the collective (3,5) . The training centered on a reflective practice is fundamental for the teacher to learn how to deal with difficulties and problematic situations and to learn how to develop new methodological options that facilitate student learning (11,13) .…”

“…The role of reflection and exchange of experiences with colleagues (even if they are not of the disciplinary area), of the feedback that the students provide, is emphasized, as well as the importance of communication and socialization among peers (9) in the construction of the identity of the teacher (5,14) . The reflection on the practice with other teachers, professionals and students, as a collective training resource, fosters the exchange of ideas and experiences, dialogue and the development of cooperative processes that are fundamental to teacher learning and the enrichment of professional knowledge (3,(11)(12) .…”

“…In the speech of these teachers, the importance of continuous training in the development of the skill to communicate with students was also highlighted. Emerges the bet of these teachers in the wealth and the exchange of experiences with the students (6) , whose formative sense is determinant for their professional development and for the construction of their identity, as teacher (4)(5) . The teacher's learning of his practice with the students is crucial in the development of his/her relational skills, with repercussions on his/her communication with students and the creation of conditions conducive to meaningful learning and student construction of a transforming spirit (6) .…”

“…Continuous training is also seen as a concept that appears to be associated with the conception of professional development, through the learning that is implicit in these processes (2)(3)(4). When viewed as an integral part of the professional development of teachers, continuous training is considered as an individual and/or collective process, permanent and continuous, encompassing the personal and professional development of the teacher and that must be concretized in the school, in the contexts in which who intervene as mediator of knowledge (5) and facilitator of learning through multiple experiences of a formal and informal nature, contributing decisively to the development of their professional skills (3)(4) .…”

Avaliação da qualidade de vida, ansiedade e depressão em enfermeiros docentes do norte do Estado de Mato Grosso

“…A educação profissional deve garantir a instrumentalização para o exercício profissional, no caso do enfermeiro não se limitando apenas ao cuidado ou cura, sendo assim o docente deve articular saberes técnicos, didáticos e de pesquisador relacionando-os ao ambiente em que está inserido, tanto no contexto social, cultural, como político e na busca pelo desenvolvimento local. Para atingir este objetivo faz se necessário uma formação específica para atuar na educação (PINHO; NASCIMENTO, 2017;RIBEIRO, et a.l, 2018).…”