Learning in the informal spaces and re-signification of the existence of undergraduate students of nursing

Abstract

OBJECTIVE: to describe the perception of lecturers and undergraduate nursing students regarding the dialogic experience in the informal spaces and its relationship with training in health. METHOD: experiential descriptions were collected in the context of a public university in the non-metropolitan region of the state of Bahia, Brazil, using open interviews. These descriptions were analyzed according to the principles of the phenomenology of Maurice Merleau-Ponty. RESULTS: it was revealed that the informal spaces contribute significantly to the construction of knowledge and professional training strengthening teaching and promoting the re-signification of the subjects' experience. CONCLUSION: it is evidenced that the dialogic experience has relevancy for rethinking the teaching-learning process in the university, such that the informal spaces should be included and valued as producers of meanings for the personal and academic life of lecturers and students, with the ability to re-signify existence.

Students archetypes: the nursing professors’ viewpoint / Arquétipos discentes: percepções de docentes de enfermagem

“…4 Nursing education involves the production of knowledge, especially regarding personal, affective and emotional development, intersubjective relationships and technical and vocational training, the intersection in the construction of knowledge with learning experiences in the education process. 5,6,12,14 The construction of knowledge in nursing transcends the development of technical skills, by adding interpersonal skills, political commitment, development of ethical precepts, moral scope, equanimity and the capacity for self-knowledge, affectivity, of which they are inherent in training. 2,5 In a way, in the professor perception, the student attitudes that contribute to the formation in nursing consist of the academic commitment.…”

“…5,6,12,14 The construction of knowledge in nursing transcends the development of technical skills, by adding interpersonal skills, political commitment, development of ethical precepts, moral scope, equanimity and the capacity for self-knowledge, affectivity, of which they are inherent in training. 2,5 In a way, in the professor perception, the student attitudes that contribute to the formation in nursing consist of the academic commitment. Commitment to the construction of knowledge, with the development of critical and reflexive thinking, with ethics and social responsibility, with moral integrity, interpersonal relationship, respectability, among other attitudes.…”

“…In this context, the combination of the theoretical precepts and the valorization of the teaching/assistance experiences are factors that contribute to the nursing education process. 5 Another exponential factor refers to proximity and academic interactivity in the relationship between professors and students, who, when combined, transcend formal and curricular aspects, and pedagogically contribute to the development of learning strategies. The commitment and interactivity between the professor and the student can reveal potentialities and weaknesses to be reviewed and worked on.…”

Interfaz entre formación en enfermería y actividades artístico-culturales en el espacio académico: visión de los estudiantes

“…Al desarrollar una relación de proximidad con la comunidad, el profesional de enfermería pasará a ser parte integrante de esta, y con esto, establecerá una corresponsabilidad en la priorización de los problemas y demandas identificados, así como en la búsqueda de una solución de los mismos. Según Jesús et al 17 , en la vivencia de los alumnos en espacios informales estos pueden ser percibidos como «promotores de conocimiento significativo que potencializa la enseñanza formal y favorece el replanteamiento de la experiencia de los sujetos en trayecto de vida, aprendizaje y trabajo».…”

O processo ensino-aprendizagem nos cuidados primários de saúde: a vivência do graduando em enfermagem

“…24 Fatores dificultadores do processo de ensino-aprendizagem vivenciado nos cuidados primários de saúde A realidade vivenciada requer a atualização dos profissionais enfermeiros docentes para, cada vez mais, avançar na implementação de estratégias de ensino atuais e inovadoras, valorizando o planejamento pedagógico participativo, em uma vertente libertadora. 26,32,37,38 Os achados indicam que a implementação de metodologias ativas é uma demanda urgente do ensino de enfermagem, pois elas propiciam o protagonismo do acadêmico na construção ativa e coletiva dos saberes de saúde. 10,33 Convém realçar que a construção da integração ensino-serviço-comunidade na APS tem, na interrelação entre o docente preceptor e o discente, um de seus principais pilares de sustentação.…”