Made available in DSpace on 2015-02-24T18:18:35Z (GMT). No. of bitstreams: 1 MoemiaGOM_TESE.pdf: 1892425 bytes, checksum: 572b24c0c2d92d3892f64edef82f2ede (MD5) Previous issue date: 2010-05-17 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / This research analyses politic Project for nursing education, in its articulation with economical, political and social context of 1970s and 1980s in national level and, in special, nurse formation process in FAEN/UERN space, situating it on the context of Brazilian sanitary reformation movement and participation movement. The thesis is firmed on the sense of explaining whether that movement circa the nurse formation process has been able to build necessary instruments for the transformation of biomedical formation model historically consolidated, in the perspective of conceiving another model anchored on social determination of health/illness process, with the purpose of assuring ethical and political commitment with the SUS praised by sanitary reformation. The study visualized the object considering its specificity, its concrete historical determinations and institutional as well as organizational relationships that permeate possibilities of valorizing it, analyzing it, interpreting it and rebuilding it. Its operationalization occurred in three movements, it means, bibliographical review; documents study; interviews and focal groups realized with professors of the institution. We can apprehend as main results that the nurse formation process has incorporated widely spread conceptions by the sanitary reformation movement and participation movement, assuming the commitment with transformation of health services and social reality. Nevertheless it prevails, still, amongst some professors in the same institutional space, the commitment to a predominantly technicist formation, focused on instrumental knowledge. Opinion divergence explicit diversity of conceptions circa education and, as consequence, distinct political commitments, also contradictory to formation. Thus, there is a lacuna between what is foreseen on political pedagogical project and what is rendered in FAEN/UERN, evidencing the clash related to conceptual bases of formation project. Interpretations, divergent political attitudes and resistances to the process allowed several formation ways. However, formation under new conceptual bases, find limits on the context of social politics implemented in Brazil during the 1990s, neoliberal-based, expressed on expansion and consolidation of health private system, managed by market rules, strengthening biomedical formation model. Notwithstanding, there is a favorable to its implementation, starting from the first years of 21st century, moment when Brazilian sanitary reformation reappear on health speech, as well as facing the policy of permanent education in health. This reality explicit a process of dialectical tension between instituted and institutor, anticipating the moment of scission or adaptation and return to what is already known. Despite of clashed, knowledge, accumulated experience, contribution to services, the construction of partnerships out of university space and articulation with national movement of (re)orientation of nurse formation, have been constituted as vital instruments to offer support to formation in FAEN/UERN. Still, we consider necessary the (re)visitation to FAEN/UERN politic pedagogical Project considering the existing and implemented construction, without, yet, depreciate the norther axis of the project at the reaching of its intentionality / Este estudo analisa o projeto pol?tico para a educa??o em enfermagem, em sua articula??o com o contexto econ?mico, pol?tico e social dos anos 1970 e 1980 em n?vel nacional e, em especial, o processo de forma??o do enfermeiro no espa?o da FAEN/UERN, situando-o no contexto do movimento da reforma sanit?ria brasileira e do movimento participa??o. A tese se firma no sentido de explicar se o movimento em torno do processo de forma??o do enfermeiro foi capaz de construir instrumentos necess?rios ? transforma??o do modelo de forma??o biom?dico, historicamente consolidado, na perspectiva de conceber um outro modelo ancorado na determina??o social do processo sa?de/doen?a, visando assegurar o compromisso ?tico e pol?tico com o SUS preconizado pela reforma sanit?ria. O estudo visualizou o objeto considerando sua especificidade, suas determina??es hist?ricas concretas e as rela??es institucionais e organizativas que permeiam as possibilidades de valor?-lo, analis?-lo, interpret?-lo e reconstru?-lo. A sua operacionaliza??o ocorreu em tr?s movimentos, ou seja, a revis?o bibliogr?fica; o estudo de documentos; as entrevistas e os grupos focais realizados com os docentes da institui??o. Podemos apreender como principais resultados que o processo de forma??o do enfermeiro incorporou as concep??es amplamente difundidas pelo movimento de reforma sanit?ria e pelo movimento participa??o, assumindo o compromisso com a transforma??o dos servi?os de sa?de e da realidade social. No entanto prevalece, ainda, entre alguns docentes no mesmo espa?o institucional, o compromisso com uma forma??o predominantemente tecnicista, centrada no conhecimento instrumental. A diverg?ncia de opini?es explicita a diversidade de concep??es sobre educa??o e, consequentemente, compromissos pol?ticos distintos e contradit?rios com a forma??o. Assim, existe uma lacuna entre o que est? previsto no projeto pol?tico pedag?gico e o que ? concretizado na FAEN/UERN, evidenciando o embate relativo ?s bases conceituais do projeto de forma??o. As interpreta??es, as posturas pol?ticas divergentes e as resist?ncias ao processo foram viabilizando diversos modos de forma??o. Por?m, a forma??o sob novas bases conceituais, encontra limites no contexto das pol?ticas sociais implementadas no Brasil nos anos 1990, de base neoliberal, expressos na expans?o e consolida??o do sistema privado de sa?de, regido pelas regras do mercado, fortalecendo o modelo de forma??o biom?dico. Entretanto, existe um cen?rio favor?vel a sua implementa??o, a partir dos primeiros anos do s?culo XXI, momento em que a reforma sanit?ria brasileira reaparece no discurso da sa?de, bem como, diante da pol?tica de educa??o permanente em sa?de. Essa realidade explicita um processo de tens?o dial?tica entre o institu?do e o instituinte, antecipando o tempo de cis?o ou de adapta??o e retorno ao j? conhecido. Apesar dos embates, o saber, a experi?ncia acumulada, a contribui??o para os servi?os, a constru??o de parcerias fora do espa?o da universidade e, ainda, a articula??o com o movimento nacional de (re)orienta??o da forma??o do enfermeiro, se constitu?ram em instrumentos imprescind?veis para dar sustenta??o ? forma??o na FAEN/UERN. Entretanto, consideramos necess?ria a (re)visita ao Projeto Pol?tico-Pedag?gico da FAEN/UERN considerando a constru??o existente e implementada, sem contudo desvirtuar o eixo norteador do projeto no alcance da sua intencionalidade