Práticas docentes de enfermeiras que atuam na Educação Profissional e Tecnológica

Abstract

Considering that nurses are primarily responsible for the training process of mid-level nursing professionals and that this training should overcome the difficulties and challenges that arise throughout the history of vocational education in nursing, it was raised as the general objective of this study the need to understand the teaching practice of nurse-teachers who work in the technical nursing course of a federal educational institution in the state of Pernambuco. The study used as theoretical foundation Pierre Bourdieu's concept of habitus. The research is qualitative, of the multiple case study type. The locus of investigation was the Federal Institute of Education, Science and Technology of Pernambuco, Abreu e Lima campus and the sample consisted of three nurse teachers. Data collection was performed through non-participant observation of the classes, semi-structured interviews and analysis of the Pedagogical Political Project of the course. Data analysis was performed using Bardin content analysis. The research was submitted and approved by an Ethics and Research Committee, according to Resolution 466/12 of the National Health Council. The analysis of the course's PPC allowed us to verify a document prepared from the perspective of the formation of autonomous, critical and reflective subjects, with greater influence of progressive pedagogies, especially liberating ones. The nurse teachers were in a transition phase between traditional and progressive pedagogy, the ideas of the latter prevailing. It was also found the construction of the teaching habitus and its influence on the teaching practice of each teacher. The resulting educational product of the study was a primer on active teaching-learning methodologies. This study contributed to reflections on the teaching practices developed by nurses who work in teaching with the objective of encouraging these professionals to act in an increasingly reflective manner and as a health educator who presents a problematic pedagogical action, in which all involved in the process become able to teach and learn, especially at the professional level of nursing.