The Transition Of the Paradigm Of Nursing Teaching In Brazil
Author(s):
Fábio da Costa Carbogim (presenting / submitting) Denise Barbosa de Castro Friedrich Vilanice Alves de Araújo Püschel Teresa Cristina Soares
Conference:
ECER 2013
Network:
27. Didactics - Learning and Teaching
Format:
Poster

Session Information

27 SES 05.5 PS, General Poster Session

General Poster Session

Time:
2013-09-11
12:30-14:00
Room:
FUAYE
Chair:

Contribution

The substantial worldwide transformations due to scientific, economic and technological development have been causing abrupt changes of habits, values, priorities and the very self vision, the vision of the others and of the world. This has been requiring new social interaction rules, new professional practices and new education involving continuous updating as well as a denial for simplifying and fragmenting knowledge1.

The accumulated material technology has its wide permeability in the contemporary world due to scientific development. In the area of Health it is not different. However, human care demands more than technique and technology. It needs listening, sensibility and care. Such paradigm has provoked debates in the area which has raised reflections and proposals of changes of Health Education policies as well as the implementation of innovating practices of teaching and learning that address the phenomena in their multiple causes2.

             Since the new Law of Directives and Bases of National Education (LDBE), Undergraduate School in Brazil has been convened to remodel its philosophical, political, methodological and conceptual principles guided by Educational projects that allow teaching to be linked to the marketplace and to everyday reality of social practices guaranteeing the development of abilities and capabilities as multitasking, cultural, scientific and technical productions3.

Nevertheless, the educational paradigm in transition can become a replicator of neoliberal ideals when the final objective is to assist the marketplace by graduating individuals who are resilient to such a model. The great challenge lies on transposing the pure and simple adjustment of Educational projects towards the demands of the marketplace by accepting and dilating basic principles such as equality, democracy, solidarity and why not integrality as transforming values of reality2.

Another aspect has to do with scientific and disciplinary culture which has been responsible for the disarticulation. On the other hand, the current teaching paradigm has as its mission to reassemble the whole, the complexity, the multi-dimension, the general intelligence so that by considering the whole, one will know all the pieces. The whole is formed by different elements, although inseparable for they are part of a single, interdependent, interactive, and inter-retroactive weft. Thus, man is biological, social, psychic, rational and affective, all at once, the same way society is economical, historical, political, religious and sociological. Consequently, a possible Education system is the one that aims towards the human being totality and comprehensiveness4.

This way, we believe that Educational projects which are based on processes that make the student’s conscious interaction with its means possible are the ones responsible for motivating several internal processes that lead into development.

Regarding national and international proposals to transform the paradigm of Nursing teaching, we question: Are new learning practices being implemented towards care integrality in Nursing Undergraduate School? Which ones? Concerning this perspective and taking for granted care comprehensive care during the school years, this study has had as its objective to analyze if there are teaching and learning strategies in tune with the new teaching paradigm (comprehensive care).

Method

It is a qualitative study, guided by constructivist4, 5, historical and cultural approaches. The field study had its beginning after the approval from the Research Ethics Committee (CEP). The setting of the study was the public Nursing college. The research was carried out with two groups of people from the same college. The first group was composed of Nursing professors.The second one, by undergraduate students in their last year in school. The technique used for data collection was individual interviews in a semi-structured format and documental analysis. The data was collected between the months of March and June of 2011. The interviews were done until saturation with respect to the content manifested by the participants was obtained. After this finding, two other interviews were done in each group, to confirm the saturation. For this procedure, we used a digital recorder, in which the interviews were stored and, then, after being transcribed in full, they became the material for analysis. The operationalization adopted for the analysis of the interviews and documents, followed the movements of dialectic hermeneutics6.

Expected Outcomes

At the College where this study has taken place one can still find the traditional method of teaching that is fragmented and that is being developed through courses which do not interact among each other. Nevertheless, when aware of the desire and needs towards graduating a professional who is capable of performing theory-practical activities, a recommended committee together with college professors have gathered efforts in order to change the curriculum. Aiming at overcoming the traditional approach of teaching when subjects are fragmented and disconnected from a political, social, economical and cultural aspect, those professors have chosen a possible and transformational approach by using a portfolio. This portfolio appears as a strong tool of an Educational action capable of triggering and organizing knowledge as well as an indicator of competence development. Another technology of teaching used by this School has been the Problematization Methodology as a means of reaching the proposals, which have been deliberated by national and international agencies regarding an expanded and emancipated training for nurses. The goal is to mobilize the students’ ethic, social and political potential and who develop their activities scientifically towards a political behavior as social agents who participate in the making of current history.

References

[1] CARBOGIM, F. C. Integralidade do Cuidado na Formação do Enfermeiro: um enfoque histórico-cultural. 2012. 127p. Dissertação (Mestrado em Enfermagem) - Faculdade de Enfermagem, Universidade Federal de Juiz de Fora, Juiz de Fora, 2012. [2] FRIGOTTO, G. Educação e a Crise do Capitalismo Real.6ª ed. São Paulo: Cortez, 2010 [3] BRASIL. Lei n.9.394, de 20 de dezembro de 1996. Estabelece as diretrizes e bases da educação nacional. Diário Oficial da União. Brasília, Seção 1, p.27.833-41, 23 de dez. 1996. [4] MORIN, E. Os Sete Saberes Necessários à Educação do Futuro. 8ª ed. São Paulo: Cortez; Brasília, DF: UNESCO, 2003. [4] Vigotski L S. A Construção do Pensamento e da Linguagem. (1ª ed. 2ª tiragem). Tradução: Paulo Bezerra. São Paulo: Martins Fontes; 2010. [5] Vigotski L S. A Formação Social da Mente. (7ª ed. 5ª tiragem). Tradução: Paulo Bezerra.São Paulo: Martins Fontes; 2010. [6] Minayo MCS. O Desafio do Conhecimento: pesquisa qualitativa em saúde. (12ª ed.). São Paulo: Editora Hucitec; 2010

Author Information

Fábio da Costa Carbogim (presenting / submitting)
Universidade de São Paulo, Brazil
Denise Barbosa de Castro Friedrich
Universidade de São Paulo, Brazil
Vilanice Alves de Araújo Püschel
Universidade de São Paulo, Brazil
Teresa Cristina Soares
Universidade de São Paulo, Brazil

Update Modus of this Database

The current conference programme can be browsed in the conference management system (conftool) and, closer to the conference, in the conference app.
This database will be updated with the conference data after ECER. 

Search the ECER Programme

  • Search for keywords and phrases in "Text Search"
  • Restrict in which part of the abstracts to search in "Where to search"
  • Search for authors and in the respective field.
  • For planning your conference attendance, please use the conference app, which will be issued some weeks before the conference and the conference agenda provided in conftool.
  • If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.