Projeções e expectativas de ingressantes no curso de formação docente em educação profissional técnica na saúde

Abstract

This research aims at analyzing the projections and expectations of students enrolled in a teaching qualification in technical health professional education course, aiming at overcoming disciplinary fragmentation and further approaching the working world. This was a qualitative study that included interviews with 33 students enrolled in the course, and the data analysis was performed using a content analysis technique. The following categories were identified among the results: the possibility of teaching-learning; the need for pedagogical qualification and the constant search for learning; and the possibility of changing reality. We conclude that students enrolled in this course foresee the transformation of their social reality, taking into account the need to acquire new skills and professional competences to effectively perform their job and compete within the working world.

Repensar a Formação de Professores de Enfermagem: uma Perspectiva a Partir de uma Revisão Sistemática de Literatura

“…Ressalta-se, ainda, que além desse problema no ensino, a maioria dos enfermeirosprofessores exerce outras atividades profissionais, na atenção básica ou hospitalar. Embora as experiências práticas sejam importantes para contextualizá-las no ensino, essa situação resulta em pouco tempo para que os profissionais se dediquem às tarefas que envolvem o ensino e, assim, fragmentam-no (MARIN et al, 2013).…”

“…Contudo, os estudos apontam para o ensino ainda voltado nos modelos da educação bancária (MARIN et al, 2013;VAZ;PRADO, 2014;LIMA et al, 2013). Neste sentido, justifica-se a necessidade de inovar o ensino, sobretudo na Enfermagem e, portanto, significa repensar a formação do enfermeiro, tanto na inicial como na formação continuada.…”

Itinerário de pesquisa Paulo Freire contribuição no campo de investigação em enfermagem

“…Popularized mainly by the method of adult literacy that bears his name, he developed pedagogical thinking that was admittedly political and brings in his works content that positively influences nursing research. [3][4] The problematization presupposes that the individual (student/learner) is the active subject of the teaching-learning process and source of constant critical reflection. [5][6] This means that in this process the student develops criticality (learns how to be critical), curiosity, research spirit and creativity, by actively participating of the training process.…”

“…Nursing knowledge produced from the Freirean perspective tends to transform caregiving actions by allowing the act of educating-caring to occur in a horizontal, dialogical, reciprocal and truly human relationship, so that positive impacts on the quality of care are produced. [3][4] In addition, this procedure approaches the central axis of the discussion in health pedagogy, especially the principles of dialogicity, which allows the intermediation of printed knowledge and practices in the experiences of human groups, whether professional or popular. 3,[7][8] In order to deepen the discussion about nursing research and Paulo Freire's approach, the Research Itinerary must be highlighted along with the proposal of the Culture Circles, also called by Freire as "Research Circles", which consist of learning units in which, strictly speaking, something is not taught, but it is learned with 'reciprocity of conscience'.…”

Jogo de tabuleiro: cenário inovador na formação de professores de enfermagem

“…Um dificultador desse processo de mudança é a falta de capacitação para exercer a docência no ensino profissional, apesar da legislação estabelecer a obrigatoriedade da comprovação da referida capacitação pedagógica. A falta ou a fragilidade dessa formação leva muitas vezes o docente a replicar antigos hábitos, adotando modelos ultrapassados de ensino aprendizagem (49,50) . É importante que os programas de formação docente fortaleçam práticas de ensino que privilegiem a articulação concreta com a realidade profissional, o uso de distintas estratégias, fortalecendo a interação e participação dos alunos e integração disciplinar (51) .…”