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Previous issue date: 2012 / Esta pesquisa teve, como objetivo geral, analisar as concepcoes, expectativas e vivencias dos estudantes frente as diretrizes pedagogicas presentes no novo curriculo do Curso de Enfermagem da Universidade Federal do Para. No ambito dos especificos: pretendeu-se apreender as expectativas dos estudantes acerca da formacao em enfermagem; apreender suas concepcoes sobre oser aluno como sujeitoo, no Curso de Enfermagem; descrever suas vivencias no contexto da interdisciplinaridade; dimensionar suas perspectivas em relacao a pesquisa associada ao ensino e a extensao, e mapear os pontos fortes e as dificuldades por eles identificadas em relacao as diretrizes pedagogicas do novo curriculo. As interlocucoes teoricas abrangeram o estudante universitario, o aluno como sujeito, a interdisciplinaridade, a articulacao ensino, pesquisa e extensao e a aprendizagem, e o exercicio da docencia com foco nas inovacoes curriculares no ensino superior em enfermagem. Foi realizado um estudo descritivo, transversal, segundo uma abordagem qualitativa, envolvendo 22 estudantes do segundo, sexto e nono semestres do referido curso, por meio de rodas de conversa, no mes de maio de 2012, apos aprovacao do Comite de Etica em Pesquisa da Universidade Federal de São Paulo. As rodas de conversa foram gravadas em audio e transcritas integralmente. Para analise dos dados, recorreu-se a analise de conteudo do tipo tematica. Em relacao aos olhares dos discentes foram investigadas dimensoes referentes a: concepcoes e expectativas, as facilidades e dificuldades e a insercao do estudante na nova proposta curricular. Foram mapeadas as dimensoes: ser aluno como sujeito, emergindo as categorias Ser sujeito da aprendizagem: concepcoes dos estudantes e O ser sujeito e a nova proposta curricular; quanto ao Estudante de Enfermagem e a Interdisciplinaridade e as Vivencias do Estudante no Contexto do Ensino, Pesquisa e Extensao. Percebeu-se que os estudantes, os docentes e a universidade possuem uma relacao satisfatoria, e apesar dos entraves, os relatos dos alunos perpassam por diversas experiencias positivas. Os professores receberam destaque importante pelos sujeitos da pesquisa, sendo mencionados positivamente diversas vezes, no cumprimento de suas atribuicoes como facilitadores do processo ensino/aprendizagem. As dificuldades sinalizadas em relacao as atividades praticas insuficientes e a fragmentacao das disciplinas configuram importantes desafios para a consolidacao do curriculo integrado. No que se refere a insercao efetiva do estudante na nova proposta curricular, o Curso de Enfermagem ainda vivencia um periodo de transicao, sendo necessario tempo, dedicacao e cooperacao para que os alunos compreendam e defendam a proposta vigente / The aim of this study was to analyze the students´ conceptions, expectations and experiences regarding educational guidelines in the new curriculum of the Nursing Course at the Universidade Federal do Pará. The specific objectives were to understand the students' expectations about the nursing education; to comprehend the students´ views on "being a student as subject" in the Nursing Course; to describe their experiences in the context of interdisciplinarity; to assess their perspectives related to the research associated to teaching and extension, and to map the positive points and difficulties identified by them in relation to the new curriculum guidelines. The theoretical dialogues involved the graduate student, the student as subject, the interdisciplinarity, the link between teaching, research, extension and learning as well the practice of teaching focusing on curricular innovations in higher education in nursing. A descriptive transversal study, using a qualitative approach was conducted with 22 students of the second, sixth and ninth semesters by means of rounds of conversation, in May 2012, after approval by the Researc Ethics Committee of Universidade Federal de São Paulo. The conversations were all recorded and transcribed. For data analysis, we used the analysis of thematic content. In relation to the students' views the following dimensions were considered: conceptions and expectations, positive and negative points and the student insertion into the new curriculum proposal. The following dimensions were mapped: be student as a subject, emerging the categories Be Subject of the learning process: the student´s conceptions and Be the subject and the new curriculum proposal. Regarding the Nursing student and Interdisciplinarity and Experiences in the Context of Teaching, Research and Extension, it was observed that students, academic staff and the university had a satisfying relationship. Despite the difficulties, the students´ reports mentioned several positive experiences. Teachers had and important role according to the individuals of the research, being positively mentioned several times in relation to the fulfillment of their responsibilities and as facilitators of the teaching / learning process. The difficulties mentioned were related to insufficient activities and practices, fragmentation of the disciplines as one of the major challenges for consolidation of the integrated curriculum. In regard to the effective insertion of the new student in the new curriculum proposal, the Nursing Course still
experiences a period of transition, requiring time, dedication and cooperation so that students could understand and defend the current proposal. / BV UNIFESP: Teses e dissertações
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.unifesp.br:11600/22629 |
| Date | January 2012 |
| Creators | Soares, Patricia Danielle Feitosa Lopes [UNIFESP] |
| Contributors | Universidade Federal de São Paulo (UNIFESP), Batista, Sylvia Helena Souza da Silva [UNIFESP] |
| Publisher | Universidade Federal de São Paulo (UNIFESP) |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/masterThesis |
| Format | 160 p. |
| Source | reponame:Repositório Institucional da UNIFESP, instname:Universidade Federal de São Paulo, instacron:UNIFESP |
| Rights | info:eu-repo/semantics/openAccess |
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