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Previous issue date: 2008-12-30 / Care, in a global perspective, appears in the main quarrels as the necessary phenomenon that will have to permeate the thoughts, the perception and values for the change that will lead to the overcoming of a paradigmatic crisis. The professional
care was attributed, in elapsing of history, to the Nursing. Its historical evolution and articulation with the social processes, political and scientific in prominence place, in what it says respect to human well-being, not objectifying to cure, but to comfort, to complement the weak capacities and to the establishment the present capacities, alleviating pain, in other words, caring. The Teaching of care in Nursing, suffered
great influences of the biomedical model, being like this, the education in Nursing has been criticized for if being valid pedagogical models incapable to promote the growth
of the subjects, keeping it passive before your life processes, showing fragilities, attitudes and questionable behaviors, dissonances, appearing the imminence of an act of to care and to educate that needs to be considered as dialectical and
intersubjective act. The objective of this research is to understand the lived experience of the nursing teachers in the Teaching of Care, in order to reflect about the insert of Nursing in the current world context, watching the dialetics of the
Teaching of care and the paradigm changes in the section health. It is a phenomenological research that used the analysis of the located phenomenon, to obtain the units of meaning of the speech Nursing teachers about your experience lived in the Teaching of care. This study allowed the Nursing teachers could share your existences, senses and information on the interior of your pedagogic action exalting the interpretation, which appears intentionally in the conscience, emphasizing the pure experience of the be-professor, including emotions and
affectivities in the teaching of care. In the construction of the results, three moments were devoted for discussion: Multidimensional Care; Care as Professional Practice; and the Teaching of care. The speeches had revealed rich, complex and for paradoxical times. The understanding of a sensitive teaching, that sometimes, arrives if to worry in rescuing the tenderness and the humanity, it is running into the other
permeated speeches of fragilities, inconstancies, technifying, that showed lacks of pedagogic preparation. The Teaching of care needs to adopt a conception of education/learning and to use methodologies that can lead to an action liberating, capable to breach with traditional mooring cables and preconceptions or little healthful habits of life, favoring the use of methods that promote educating for the way of the sensitive, detaching aspects that they contribute for this end, as the intuition, the emotion, the creation, the perception and the sensibility. In this direction, it is considered important to deepen subjects that make possible the creation of care strategies and educational with the human being vision in your totality, therefore if it
perceives that the necessary therapeutical boarding to be ampler, passing for the social individual, family and its relations / O cuidar, em uma perspectiva global, aparece nas principais discuss?es como o fen?meno que dever? permear os pensamentos, a percep??o e os valores necess?rios para a mudan?a que levar? ? supera??o de uma crise paradigm?tica. O
cuidado profissional foi atribu?do, no decorrer da hist?ria, ? Enfermagem. Sua evolu??o hist?rica e a articula??o com os processos sociais, pol?ticos e cient?ficos colocam-na em lugar de destaque, no que diz respeito ao bem-estar humano, n?o
objetivando apenas curar, mas confortar, complementar as capacidades debilitadas e potencializar as capacidades presentes, aliviando a dor, ou seja, cuidando. O Ensino do Cuidar em Enfermagem sofreu grandes influ?ncias do modelo biom?dico, sendo assim, a educa??o em Enfermagem tem sido criticada por se valer de modelos pedag?gicos incapazes de promover o crescimento dos sujeitos, mantendo-o passivo diante de seus processos de vida, mostrando fragilidades,
atitudes e comportamentos question?veis, disson?ncias, surgindo a imin?ncia de um ato de cuidar e educar que precisa ser considerado como um agir dial?tico e intersubjetivo. O objetivo desta pesquisa ? compreender a experi?ncia vivida dos
docentes de Enfermagem no Ensino do Cuidar, a fim de refletir sobre a inser??o da Enfermagem no atual contexto mundial, desvelando a dial?tica do Ensino do Cuidar e as mudan?as paradigm?ticas no setor sa?de. Trata-se de uma pesquisa de cunho fenomenol?gico que utilizou a an?lise do fen?meno situado, para obter as unidades de significado do discurso dos docentes de Enfermagem sobre sua experi?ncia vivida no Ensino do Cuidar. Este estudo permitiu que os docentes de Enfermagem
pudessem compartilhar as suas viv?ncias, sentidos e informa??es sobre o interior de sua a??o pedag?gica exaltando a interpreta??o, que surge intencionalmente na consci?ncia, enfatizando a experi?ncia pura do ser-docente, incluindo emo??es e afetividades no ensino do cuidar. Na constru??o dos resultados, tr?s momentos foram desvelados para discuss?o: o Cuidar Multidimensional; o Cuidar como Pr?tica Profissional; e o Ensino do Cuidar. Os discursos mostraram-se ricos, complexos e
por vezes paradoxais. A compreens?o de um ensino sens?vel, que, algumas vezes, chega a se preocupar em resgatar a ternura e a humanidade, vai de encontro ao outros discursos permeados de fragilidades, inconst?ncias, tecnifica??es, que
explicitaram falta de preparo pedag?gico. O ensino do cuidar precisa adotar uma concep??o de ensino/aprendizagem e utilizar metodologias que possam conduzir a uma a??o libertadora, capaz de romper com amarras tradicionais e com
preconceitos ou h?bitos de vida pouco saud?veis, favorecendo a utiliza??o de m?todos que promovam o educar pela via do sens?vel, destacando aspectos que contribuem para esse fim, como a intui??o, a emo??o, a cria??o, a percep??o e a
sensibilidade. Neste sentido, considera-se importante aprofundar quest?es que possibilitem a cria??o de estrat?gias assistenciais e educacionais com a vis?o do ser humano em sua totalidade, pois se percebe que a abordagem terap?utica precisa ser mais ampla, passando pelo indiv?duo, fam?lia e suas rela??es sociais
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/14691 |
| Date | 30 December 2008 |
| Creators | Bezerra, Erica Louise de Souza Fernandes |
| Contributors | CPF:12355844453, http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4760582E9&dataRevisao=null, Enders, Bertha Cruz, CPF:25444816415, http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4781295D6&dataRevisao=null, Germano, Raimunda Medeiros, CPF:00446114472, http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4721938D8, Toscano, Geov?nia da Silva, CPF:51192870425, http://lattes.cnpq.br/5215765397026167, Tim?teo, Rosalba Pessoa de Souza |
| Publisher | Universidade Federal do Rio Grande do Norte, Programa de P?s-Gradua??o em Enfermagem, UFRN, BR, Assist?ncia ? Sa?de |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/masterThesis |
| Format | application/pdf |
| Source | reponame:Repositório Institucional da UFRN, instname:Universidade Federal do Rio Grande do Norte, instacron:UFRN |
| Rights | info:eu-repo/semantics/openAccess |
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