THE NURSING IN THE SPECIAL PROGRAM OF TRAINING OF TEACHERS:
CONTRIBUTIONS FOR VISIBILITY OF THE PROFESSION1
NASCIMENTO, Letícia2; NEVES; Eliane Tatsch3; PIESZAK, Greice Machado4;
POTRICH, Tassiana5; SANTOS, Liana Pinheiro6
ABSTRACT
The practice of nursing teaching is more present in the technical education for the increasing
incentive in the training of professionals by the current educational policies. In this context,
the pedagogical training and didactics of the nurse professional is increasingly being required
to attend these educational demands. In this way, this study aims to describe the experience
of the authors in a special course in graduate level of training of teachers for technical level
(PEG) at the Universidade Federal de Santa Maria (PEG/UFSM). We perceived that this
experience transdisciplinary allowed the living with professionals from diverse areas with
exchanges of experiences oriented the teaching that allowed expansion of the range of
knowledge with rich discussions in educational context. The course allows us to fill out the
gap in our pedagogical training providing the dinamization of the relationship teachinglearning. In addition, it favors the commitment of the training with the inclusive education
through the discipline of signing absent today in the curriculum of nursing training and
important in the teaching practice. In this sense the experience in the field of education
allows to the nursing opportunities of new glances directed to the teacher training in the
technical level. The teachers training for professional education is currently a practice
1
Experience Report. Universidade Federal de Santa Maria (UFSM).
Nurse. Master Student in Nursing for the Post-Graduate Program in Nursing at the UFSM. Santa
Maria, RS, Brazil. E-mail: [email protected]
3
Pediatric Nurse. Nursing Doctor. Teacher of the Department and Post-Graduate Program in Nursing
at the UFSM. Santa Maria, RS, Brazil. Email:[email protected]
4
Nurse. Master Student in Nursing for the Post-Graduate Program in Nursing. Santa Maria, RS, Brazil.
E-mail: [email protected]
5
Nurse. Master Student in Nursing for the Post-Graduate Program in Nursing at the UFSM. Santa
Maria, Brazil. E-mail: [email protected]
6
Nurse. Graduate for the Teachers Training Special Program at the UFSM. Santa Maria, Brazil. Email: [email protected]
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essential, necessitating the expansion of this modality of teaching of qualified way for the
courses that today have this gap in the training, especially in the nursing course.
Descriptors: Nursing; Education; Nursing Education.
1. INTRODUCTION
The education is as part of the life of the people because since the birth that it is
learned and/or is taught something to someone in a continuous process, dynamic and
interactive that aims the constant learning, the learning to do, knowing, being and to interact
with the other, characteristics that based the education.1
The health and education are understood as two institutions with the potential to form
critics beings and politicians in our current daily life by means of actions and practices that
involve the teaching and learning, the care of your-self and the care of other2. It is known that
the area of health and education are related in a constant flow, allowing the learning and
professional growth.
The health is an object of desire of all and therefore is highly sense aggregative and
meanings. The education assumes a character that puts in addition to the management of
formal knowledge, being the basis for the construction of autonomy and citizenship of
everybody.2,3
From the changes in the meaning of the work of technical level, it is necessary a
preparation of teachers to attend the needs of the students, the teacher must be aware of the
changes in the working world, should search to be always updated, searching to work with
new technologies, innovating the educational space.2 Therefore, I is can define that the
teaching of professional education is focuses on the development of competencies and
professional abilities.
In this context, the Guidelines and bases law of national education nº 9394/1996 and
Curricular Directives for Teachers Training of the Basic Education in Higher Education
Courses defend the reversal of the situation of education current Brazilian and they salient
the need of rupture with the vicious circle "inadequate of the teacher training -inadequate of
the student training... ", they reinforce the need for creation of teacher training courses for
technical education. However, it will be supplied the deficiencies resulting from the distancing
between the process of teacher education and his professional performance but also the
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need for preparation of the teacher to the pedagogical practices directed to the construction
of competences and abilities.3
This way the Graduate Special Program for Teachers Training in Professional
Education (PEG) aims to graduate teachers in high level for the teaching in technical
professional education of middle level, pedagogically trained to act in the teaching of
technical subjects in school spaces and non-school.
This study describes the experience as graduate students of the Graduate Special
Program for Teachers Training for Professional Practice in the Education Center at the
Universidade Federal de Santa Maria (UFSM).
2. METHODOLOGY
It is an experience report about the experience as students/nurses in the Graduate
Special Program for Teachers Training in Professional Education (PEG) in the Education
Center of the Universidade Federal de Santa Maria, RS. The period of study comprises the
years of 2011 to 2012 being this period that the authors are included in the graduate course.
The PEG has duration of 3 semesters with maximum of 4 semesters for curricular
integration, with total of 990 class-hours. The classes happen in the education center at the
UFSM, on Fridays in the turns of afternoon and evening and on Saturdays in the turns of
morning and afternoon, with activities and virtual meetings in the environment of the student,
called moodle.
The selection process occurs twice to the year by means of selection by curriculum
and interview. Totaling 150 students selected and they are divided in 3 classes, being these
students of diverse areas such as exact sciences, humanities, agricultural, health and social,
which is characterized as the training in a transdisciplinary context.
3. RESULTS AND DISCUSSION
3.1 Transdisciplinary approach in the teacher training in PEG
This course enabled to work inter and transdisciplinarly, situating the different
knowledge of each profession in the set of school knowledge.4 This way, the development of
educational activities by means of knowledge non-fragmented enabled to understand the
teaching of a form more extensive because the different areas of knowledge are interrelated.
3
This transdisciplinary experience enabled the interaction with professionals from
diverse areas, allowing exchanges of experience focused on the teaching and extension of
our knowledge by means of the discussions in educational context.
3.2 Pedagogical training of the nurse professional in PEG
The activities developed in the course of teachers training preconize the teaching in
the context of professional education, allowing inherent practices in the reality of nurse
professional. The nurse from its formation is inserted in the educational context forming and
improving nursing technicians and, without to bring the pedagogical training in their
curriculum.
In the area of health, the fragmentation of knowledge present in the teaching and in
professional practice hides the reality and it fragments the own man. Therefore it is
necessary to be vigilant because the technical excellence must not be divorced of the social
relevance of the health actions and the own teaching.5 It is important of reflection and
stimulation to the construction of an ethical culture in health, education or in any other area.
A search performed in 2008 whose theoretical basis revealed the concern with the
training of critical nurses, reflective and transforming in the society is recent, being that its
realization necessarily includes the teachers training. For that there is education of quality, it
is necessary to offer to the teachers an adequate training.6
The course enables the filling up of a gap in our pedagogical training providing the
basis for the relationship of teaching-learning, promoting the autonomy and the
contextualization of the various disciplinary knowledges integrating the scientific knowledge
to the pedagogical.
In addition, it favors the commitment of training with the inclusive education through of
the discipline of signing absent today in the curriculum of nursing training and important in
the teaching practice.7 Where we search the overcoming between to know and to do in this
pedagogical reality today increasingly inserted on the school basis.
To be a teacher, it is not a simple task, it requires preparation and awareness of our
ethical commitment with the society and above all with the professionals training that we
launched in the labor market. The teaching practice is to emphasize to ourselves, man
teachers and woman teachers, the ethical responsibility in the exercise of our task of to
teach7. However, for that our commitment is performed with success we must have a
pedagogical training of adequate quality to the educational Brazilian context.
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4.
CONCLUSION
It is known that the nurse from their training is inserted in the educational context
forming and improving nursing technicians. The PEG provides the training in area of teaching
and it enable the nursing acts in qualified form in the training of new professionals in the
technical ambit.
With this, the opportunity of to have the training course for teachers in the education
ambit allows the nursing the development of improvement and professional growth, in
addition of abilities for the teacher training in technical level because it is an essential
practice that requires the expansion of this modality of teaching with qualified form.
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