Conhecendo o preparo pedagógico do enfermeiro professor do Ensino Técnico profissionalizante em Enfermagem
Arquivos
Data
2011-02-22
Autores
Silva, Sandra Regina Lins do Prado Tardelli da [UNIFESP]
Orientadores
Cunha, Isabel Cristina Kowal Olm [UNIFESP]
Tipo
Dissertação de mestrado
Título da Revista
ISSN da Revista
Título de Volume
Resumo
No ensino sistematizado em Enfermagem, o Enfermeiro assume o papel de responsável pela formação de novos profissionais, tanto no ensino superior como no profissionalizante em Enfermagem. Outros profissionais podem atuar em disciplinas de conteúdos básicos, porém os conteúdos técnicos pertinentes a categoria profissional são executados exclusivamente pelo Enfermeiro. Partindo deste pressuposto, objetivou-se no estudo desvelar o preparo pedagógico de enfermeiros professores de um curso técnico profissionalizante em enfermagem, identificando as estratégias pedagógicas por eles utilizadas em sua atuação docente. Para alcançar o objetivo proposto, optou-se pela pesquisa de caráter exploratório, descritivo com abordagem qualitativa ancorada na trajetória metodológica da análise de conteúdo descrita por Bardin, seguindo o modelo proposto por Szymanski. Fizeram parte da amostra dezoito professores de Enfermagem. A primeira questão norteadora sobre o preparo pedagógico do Enfermeiro possibilitou o emergir de quatro categorias que traduzem o cotidiano do trabalho, como um local de aprendizado, a realização de estratégias pessoais para sua atualização e as contribuições Graduação e Pós-Graduação com este preparo. A segunda questão norteadora aborda as estratégias pedagógicas utilizadas na sua prática, dando origem a duas categorias, a primeira é relativa às divergências conceituais do que vem a ser estratégias pedagógicas, pois um grupo relata a utilização de recursos materiais como estratégias, além de parte dos sujeitos da pesquisa utilizar estratégias conservadoras e outros inovadoras havendo assim, uma dicotomia entre os pares. Conclui-se que no cenário investigado, o Enfermeiro tem Licenciatura, contudo, os resultados nos remetem a uma reflexão sobre as fragilidades do conhecimento pedagógico deste profissional que atua na docência. Tal fato permite inferir que, enquanto enfermeiros educadores, é essencial o preparo pedagógico, possibilitando a este adequar-se as práticas pedagógicas e assim atuar na formação de egressos com perfil que atenda às Diretrizes Curriculares Nacionais do Ensino Técnico Profissionalizante e em consequência as necessidades mercadológicas que almejam por um profissional que possa ter conhecimentos, habilidades e atitudes, norteados por valores e princípios éticos.
In the education systematized in Nursing, the Nurse assumes the paper of responsible by the formation of new professionals, so much in the higher education as in the vocational one in Nursing. Others professionals can act in disciplines of basic contents; however the technical contents concerning professional category are performed exclusively by the Nurse. Starting from this assumption, objective itself in the study uncover the pedagogical preparation of nurses professors of a vocational technical course in nursing, identifying the pedagogical strategies by them utilized in their educational action. For achieve the objective proposed, opted by the research of descriptive, exploratory character with qualitative approach anchored in the methodological path of the analysis of content described by Bardin, following the model proposed by Szymanski. Eighteen professors of Nursing were part of the sample. To first guiding question about the pedagogical preparation of the Nurse enabled emerge of four categories that translate the routine one of the work, as localities of training, the achievement of personal strategies for its updating and the contributions Graduation and Post-Graduation with this I prepare. To second guiding question approaches the pedagogical strategies utilized in his practical one, giving rise to two categories, to first is relative to the divergences you evaluate than turns out to be pedagogical strategies, therefore a group relates the stuff resources utilization as strategies, beyond part of the subjects of the research utilize conservative strategies and others innovative having like this, a dichotomy between the pair. Concluded that in the setting investigated, the Nurse has Degree, however, the results remit us to a reflection about the fragilities of the pedagogical knowledge of this professional that acts in the teaching. Such fact is going to infer that, educators nurses while, is essential the pedagogical preparation, enabling to this adapt itself the pedagogical practices and like this act in the formation of graduate with profile that attend to the National Curricular Directives of the Vocational Technical Education and in consequence the marketing needs that long for a professional that can have knowledge, abilities and attitudes, guided by values and ethical beginnings.
In the education systematized in Nursing, the Nurse assumes the paper of responsible by the formation of new professionals, so much in the higher education as in the vocational one in Nursing. Others professionals can act in disciplines of basic contents; however the technical contents concerning professional category are performed exclusively by the Nurse. Starting from this assumption, objective itself in the study uncover the pedagogical preparation of nurses professors of a vocational technical course in nursing, identifying the pedagogical strategies by them utilized in their educational action. For achieve the objective proposed, opted by the research of descriptive, exploratory character with qualitative approach anchored in the methodological path of the analysis of content described by Bardin, following the model proposed by Szymanski. Eighteen professors of Nursing were part of the sample. To first guiding question about the pedagogical preparation of the Nurse enabled emerge of four categories that translate the routine one of the work, as localities of training, the achievement of personal strategies for its updating and the contributions Graduation and Post-Graduation with this I prepare. To second guiding question approaches the pedagogical strategies utilized in his practical one, giving rise to two categories, to first is relative to the divergences you evaluate than turns out to be pedagogical strategies, therefore a group relates the stuff resources utilization as strategies, beyond part of the subjects of the research utilize conservative strategies and others innovative having like this, a dichotomy between the pair. Concluded that in the setting investigated, the Nurse has Degree, however, the results remit us to a reflection about the fragilities of the pedagogical knowledge of this professional that acts in the teaching. Such fact is going to infer that, educators nurses while, is essential the pedagogical preparation, enabling to this adapt itself the pedagogical practices and like this act in the formation of graduate with profile that attend to the National Curricular Directives of the Vocational Technical Education and in consequence the marketing needs that long for a professional that can have knowledge, abilities and attitudes, guided by values and ethical beginnings.
Descrição
Citação
SILVA, Sandra Regina Lins do Prado Tardelli da. Conhecendo o preparo pedagógico do enfermeiro professor do Ensino Técnico profissionalizante em Enfermagem. 2011. 119 f. Dissertação (Mestrado) - Escola Paulista de Enfermagem, Universidade Federal de São Paulo (UNIFESP), São Paulo, 2011.