Prática Pedagógica Na Educação Profissional De Nível Médio Em Enfermagem

Abstract

RESUMO:O presente estudo objetivou identificar as práticas pedagógicas desenvolvidas por professores da educação profissional de nível médio em enfermagem. Estudo descritivo qualitativo, cujo dados foram coletados por questionário semi-estruturados, entre outubro e novembro de 2013 em duas escolas profissionalizantes, com participação de 15 professores/enfermeiros. As frequências das respostas e conteúdo foram analisados à luz dos aspectos didático-pedagógicos da literatura. Dos entrevistados, 66,6% são mulheres, com formação pedagógica e experiência assistencial superior a 3 anos. O Projeto Pedagógico do Curso é desconhecido por 46,6%; 53% elaboram planos de aula; 86,6% afirmam realizar avaliação formativa, em contrapartida, a prova escrita é utilizada por 73,3%. Com a conclusão do estudo, percebeu-se que em linhas gerais os professores desenvolvem uma prática educativa desprovida de reflexão e sentido ao não participar do planejamento do curso. Entretanto, a maioria faz planejamento da disciplina e da aula, ainda que utilize conceito equivocado sobre a avaliação da formação. DESCRITORES: Educação em enfermagem; Educação profissionalizante; Ensino; Docentes. PRÁTICA PEDAGÓGICA NA EDUCAÇÃO PROFISSIONAL DE NÍVEL MÉDIO EM ENFERMAGEM PEDAGOGICAL PRACTICE IN MID-LEVEL PROFESSIONAL NURSING EDUCATIONABSTRACT: The aim of this study was to identify the pedagogical practices developed by professors of mid-level professional education in nursing. A qualitative descriptive study was conducted, with data collection through semi-structured questionnaires, between October and November 2013, in two schools, with the participation of 15 professors/nurses. The frequencies of the responses and content were analyzed in the light of didactic and pedagogical aspects of the literature. Of the respondents, 66.6% were women, with over three years of pedagogical education and healthcare experience. The pedagogical course project was unknown by 46.6%; 53% claimed to elaborate lesson plans; 86.6% reported performing formative assessment; written tests, though, were only applied by 73.3%. With the completion of the study, it was observed that professors generally develop an educational practice devoid of reflection and meaning when they do not participate in the course syllabus. The majority, however, plans the discipline, albeit using misconception on the evaluation of the training. DESCRIPTORS: Nursing education; Professional education; Education; Faculty. El estudio objetivó identificar las prácticas pedagógicas desarrolladas por profesores de educación profesional de nivel medio en enfermería. Estudio descriptivo, cualitativo; datos recolectados mediante cuestionario semiestructurado, entre octubre y noviembre de 2013 en dos escuelas profesionalizantes, participando 15 profesores/enfermeros. Las frecuencias de respuestas y contenido fueron analizadas de según los aspectos didáctico-pedagógicos de la literatura. De los entrevistados, 66,6% fueron mujeres con formación pedagógica y experiencia de atención superior a tres años. El Proyec...

Teaching implications in the pedagogical training of a technical school

“…With regard to the implications of participants with the use of the methodologies of the problem, different studies about training in technical schools, point this methodology as teaching, learning and evaluation strategy in the active methodology, by anchoring itself in the pedagogical conception that encourages the student's participation, developing autonomy and understanding of individual and collective responsibility in learning (30)(31) . They point out that the difficulties in the pedagogical dimension refer to the turnover of professionals, the lack of mastery in the application of the methodology, the lack of didactic material and often to the lack of financial resources to make feasible the projects similar to the results of this study (11,(30)(31) .…”

“…The problematization methodology allows us to observe reality (problem), to highlight what is relevant, to theorize the problem, to confront reality with its theorization, to formulate solution hypotheses by applying reality in practice (9)(10) . The active method of critical and reflexive learning, supported by the Brazilian educational legislation and teacher training, sought to break with the traditional model, seeking the training of an emancipated professional in relation to teaching-learning, being prepared to meet the demands of the different settings of SUS (11) .…”

Práctica pedagógica en la formación para el cuidado de enfermería

“…La Universidad Nacional Toribio Rodríguez de Mendoza de Amazonas, Perú, ha adoptado como marco pedagógico el constructivismo y conductivismo; en su Escuela de Enfermería desde el año 2010, se inició la elaboración e implementación de un currículo por competencias, lo que implica procesos de mejora continua en la educación de enfermería. Según Morelato los cambios deben darse en dimensiones de formación docente, perfil estudiante, la metodología de enseñanza, los objetivos y contenidos de aprendizaje, las estrategias de enseñanza, la evaluación educativa y la relación entre docente y estudiante 12 . Por lo tanto, para este estudio también significa hacer transformaciones, sobre todo en la formación de competencias pedagógico didácticas de los docentes universitarios, con un sistema de valoración objetiva.…”