As políticas educacionais e o estágio curricular supervisionado no curso de graduação em enfermagem

Abstract

Resumo O artigo discute as políticas de educação e o estágio curricular supervisionado no curso de graduação em enfermagem, a influência da reestruturação produtiva e da reforma do Estado capitalista no ensino superior brasileiro. Por se tratar de um estudo reflexivo, buscou-se como referencial de discussão a literatura da área, bem como os norteamentos trazidos pelas legislações do estágio curricular supervisionado e do ensino de enfermagem. No processo histórico da profissão do enfermeiro, destacam-se o cuidado com a prática profissional e os modos possíveis de apropriação da identidade desse profissional. Assim, o estágio é visto como parte indispensável no seu processo de formação; por meio dele podem-se desenvolver habilidades e competências próprias do enfermeiro. O estágio curricular supervisionado não deve ser visto somente como uma exigência do mundo capitalista, pois é possível formar um enfermeiro capaz de refletir sobre suas condições materiais de existência utilizando a prática reflexiva na articulação entre ensino e serviço. Palavras-chave estágio curricular; enfermagem; políticas de educação. AbstractThe article discusses the educational policies and the supervised curricular internship in the undergraduate nursing course, in addition to the influence of productive restructuring and of the reform of the capitalist State on Brazilian higher education. Because it is a reflective study, the literature on the area and the guidance introduced by the laws concerning the supervised curricular internship and nursing education were used as references. In the historical process of the nursing profession, the care with the professional practice and the possible modes of appropriation of this professional identity are under the limelight. Thus, the internship is seen as an essential part of the training process; the skills required of the nurse can be learned through it. The supervised curricular internship should not be seen merely as a requirement of the capitalist world, as it is possible to train a nurse who can reflect on his or her material conditions of existence using the reflective practice in linking teaching and work.

Supervised internship in undergraduate education in nursing: integrative review

“…For some schools, it is during the SI that the student will exercise the role of nursing care manager, fostering the development of management skills: leadership, decision making, teamwork, communication, among others (20,22,25,29,33) . This perspective attributed to the SI comes from the historical construction of the professional nursing training process in Brazil, because in 1972, Opinion 163/72 and Ordinance 04/72, both of the Federal Council of Education (COFEN), introduced the term Supervised Internship and linked this format to the discipline of administration applied to Nursing, which should be done at the end of the undergraduate course (3,34) . The development of management skills introduced the concepts of innovation, flexibility, teamwork and decentralized decisions in the work processes of the professionals who are in front of teams, guaranteeing the most effective participation of all those involved in the administrative and operational processes of an institution.…”

“…Therefore, it is clear why DCN determines that 20% of the total course workload should be allocated to the SI, and this should be developed in the last year of the course. Throughout their training, the student should be tooled by theoretical disciplines, disciplines that contemplate teaching through controlled practices, enabling skills training, and disciplines that contain clinical practices capable of developing in the student the ability to make clinical decisions (1,3) . Definitely, the practical class is not characterized as SI; therefore, this class has the purpose of leading the student to perform the practical part of certain content already worked in the classroom through theoretical studies.…”

“…All the restructuring proposed since 1996, the year of the promulgation of the Law of Directives and Bases of National Education (Lei de Diretrizes e Bases para a Educação Nacional-LDB) has contributed to the teaching of nursing to move towards the development of complex thinking, aiming to train more critical and reflexive professionals capable of acting in the different situations, proposing solutions to the problems encountered (3) . The Brazilian Nursing Association (ABEn-Associação Brasileira de Enfermagem) has been a protagonist about the technical, scientific, ethical and political development of the profession and, in 1994, through the 1 st National Seminar on Guidelines for Nursing Education (SENADEn-Seminário Nacional de Diretrizes para Educação em Enfermagem), inaugurates one of the main structuring spaces in relation to nursing education in Brazil (4) .…”

“…The IS presents itself as a tool to approach the academy and services, since it can enable the use of knowledge, skills and professional attitudes seized by the student, who at the moment of the training strengthens their competences inserted in the work processes of health institutions. The objective is to lead the student to articulate theory and practice in a process of participatory training, permeated by the interlocution between teaching and learning in outdoor environments, with the active participation of professionals from the field of training, university and community (3) . The SI subsidizes the construction of a critical, curious and knowledge-building subject.…”

Estágio Curricular Supervisionado: o Papel do Supervisor na Formação Profissional do Discente de Engenharia de Produção

“…Para Marran et al (2015) [6], o estágio revela-se como uma experiência relevante de aprendizagem. Destacam que o conhecimento construído no saber-fazer não se reduz às técnicas metodológicas de ensino.…”