Formação permanente: contribuições para a prática pedagógica do enfermeiro

Abstract

Objective to reflect on continuing education as a contribution to the pedagogical practice of nurses in professional education. Study of qualitative approach of bibliographic research, which considered the works, Pedagogy of the Oppressed and Pedagogy of Autonomy, both by Paulo Freire. For such reflection, the following category was chosen: Nursing pedagogical practice and permanent formation in Freire. Thus, although nurses are educators and the undergraduate nursing enables broad performance, from the area of care to teaching in vocational technical education, it is understood that it is necessary for nurses to have a permanent training on pedagogical issues. Continuing education contributes to the pedagogical practice of nurses, when it makes it possible to rethink their own praxis. However, for this, it is necessary to know the fundamentals that guide a qualified action of teaching, which occurs through a pedagogical formation that allows broadening the traditional view of teaching and that considers the student as responsible for their own formation, dialoguing, questioning and enabling critical reflection on what is taught.

Suddenly, Teacher! Paths Taken by Nurses Searching for Teacher Training

“…It was also found that the first step in the teaching career took place through an invitation to teach a class, justified, in certain cases, by accentuated mastery of knowledge and successful professional performance. Such justification supports the mistaken idea that those who have expertise in certain content or broad professional experience necessarily know how to teach and that people learn to teach while teaching 15,18 . It is undeniable that the teacher must possess depth of knowledge of their subject matter, but not only of it.…”

“…Also in the wake of verifying the need for teacher training, nurses valued the acquisition of didactic-pedagogical knowledge as subsidiary to the teacher's instrumentality. When at stake, the knowledge that underpins the teaching work, and the exclusive acquisition of technical knowledge in the Nursing area, or any other areas, are insufficient 18,22 . Therefore, it is fundamental to approach and deepen on knowledge that goes beyond the Nursing profession to support and strengthen the teaching practice.…”

Contribuições da Preceptoria de Enfermagem no contexto da Atenção Primária à Saúde sob a perspectiva das metodologias ativas

“…Apesar dos participantes adotarem as MA no cotidiano, relataram na última amostragem do estudo algumas dificuldades que, para Barros e Soares, (2008), na falta de capacitação específica na preceptoria, talvez seja a maior dificuldade no processo ensinoaprendizagem, o que auxilia para a prática pouco produtiva e desestimulante nesse processo. Scarton et al, (2020) na importância da formação permanente dos preceptores no processo ensino-aprendizagem, com sentido do saber, fazer e aprender de forma educativa.…”

Cavalo de troia na inovação curricular: sentidos materializados em sala de aula

“…Diante do exposto, o Ensino Superior precisa desenvolver novas estratégias e caminhos para a formação, visto que esta não pode se esgotar em habilidades técnicas e científicas, mas deve se adequar às novas exigências e permitir a apreensão de outras competências e aprendizagens que renovem sua prática (Mancilla, Backes & Canever, 2020;Scarton et al, 2020;Backes et al, 2015). Nesse sentido, tal formação precisa transcender uma ação pontual, como algo que gere conhecimentos e resolutividade coletiva.…”