Pedagogical Training in Nursing Graduate Courses in Brazil

Abstract

Objective to analyze how professors’ education takes place in Graduate Programs in Nursing in Brazil. Method this is an exploratory and descriptive study that used as a technique document analysis of data obtained from the examined programs. Data collection was carried out in May 2020. Numerical data were analyzed using simple and relative frequency. Course description and other information of the available courses were grouped according to the themes addressed. Results fifty-three stricto sensu graduate programs in nursing were identified that offered 61 courses related to pedagogical training. Of these, 28 had a course description/information available online, and they were analyzed. The themes emerging from the analyzes were grouped into two dimensions: “The pillars of faculty training” and “Didactics” both indicate essential elements for faculty training. The training of professors who work in higher education, especially in the health area, is of fundamental importance due to today’s demands, which require competent and versatile professionals, capable of solving problems and working as a team. Conclusion pedagogical training is inherent to teaching and requires educational intentions, in addition to encouraging self-reflection processes on new ways of planning and executing the teaching and learning process. In nursing, it is necessary to encourage professor trainers to expand the offer of pedagogical training courses, make course descriptions available and produce knowledge in the area aiming at exchanging experiences.

A Pesquisa na formação em Enfermagem

“…Em todos os níveis de formação deve ser estimulado o consumo de evidências para embasar a prática profissional (ensinar com pesquisa), porém é no nível da pós-graduação stricto sensu, em cursos de mestrado e doutorado, que se dá de fato a formação do pesquisador para a produção de conhecimentos e domínio de metodologias de pesquisa (ensinar a pesquisar). É nesse nível que se dá também a formação para o magistério, embora, haja pouco investimento dos programas de pós-graduação na formação pedagógica do docente (9) .…”