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Previous issue date: 2009-10-29 / This research aims to analyze, in the view of students, the pedagogic project of undergraduate nursing course, of UFRN, and its articulation with the SUS, in an attempt to understand the issues that permeate the teaching and learning of nursing. This is a qualitative study that used the focus group technique as a tool to collect empirical data. There were three meetings, where we had the collaboration of 23 graduating students from the eighth period of the semester 2009.1. For the analysis of information, we use a theoretical framework based on curriculum guidelines and basic principles of the SUS, making the analogy of the results with the metaphor of Greek mythology, Ariadne's thread, in dialogue with authors who discuss education as a transformative practice. Thus, the texture of the yarn was built of five thematic fields: joint the pedagogic project with the SUS; the teaching/service and theory/practice relation; interdisciplinarity or transdisciplinarity; didactic/methodological and relational approaches; and co-participation of students in the pedagogic project. According to the discussions, we find many difficulties in the teaching and learning process of undergraduate nursing in UFRN to strengthen the SUS, including: dislocation of educational institutions with services, professionals, managers and community; dichotomy between theory and practice; reality of services as a learning field and working process in health; posture adopted by professionals, teachers and other subjects included in the process of health education; decontextualization and fragmentation of teaching with the practice in health and nursing; excessive use of very illustrative methodologies, but little problem-solving; difficult and precarious situation in the relations between teachers and between teachers/students, regarding the acceptance of differences; absence of participation of students in the evaluation process and conduct of the educational project in progress. In this sense, we understand the need an auto-reflexive act of teaching and conducting collective pedagogical course with a view to achieving the SUS. Thus, it is necessary to support practices motivated by the polyphonic dialogue and the exercise of symbiosis and autopoiesis of subjects/actors jointly responsible for the ongoing process of learning for life. / A presente investiga??o tem como objetivo analisar, na vis?o de discentes, o projeto pedag?gico do curso de gradua??o de enfermagem, da UFRN, e sua articula??o com o SUS, na tentativa de compreender os desafios que permeiam o processo ensino/aprendizagem da enfermagem. Trata-se de um estudo com abordagem qualitativa que utilizou a t?cnica de grupo focal como instrumento para coleta do material emp?rico. Foram realizadas tr?s reuni?es, nas quais contamos com a colabora??o de 23 estudantes concluintes do oitavo per?odo do semestre letivo 2009.1. Para a an?lise das informa??es, utilizamos um aporte te?rico fundamentada nas diretrizes curriculares e princ?pios b?sicos do SUS, fazendo a analogia dos resultados encontrados com a met?fora da mitologia grega, o fio de Ariadne, mantendo o di?logo com autores que discutem a educa??o como pr?tica transformadora. Dessa forma, a tessitura do fio foi constitu?da por cinco teias tem?ticas: articula??o do projeto pedag?gico com o SUS; rela??o ensino/servi?o e teoria/pr?tica; transdisciplinaridade ou interdisciplinaridade; abordagens did?ticas/metodol?gicas e relacionais; e co-participa??o do discente no projeto pedag?gico. De acordo com as discuss?es, encontramos v?rias dificuldades no processo ensinar/aprender da gradua??o de enfermagem na UFRN para fortalecimento do SUS, entre elas: desarticula??o das institui??es de ensino com os servi?os, profissionais, gestores e comunidade; dicotomia persistente entre teoria/pr?tica; realidade dos servi?os como campo de aprendizagem e o processo de trabalho em sa?de; postura adotada por profissionais, docentes e outros sujeitos inseridos no processo de forma??o em sa?de; fragmenta??o e descontextualiza??o do ensino com as pr?ticas em sa?de e enfermagem; uso excessivo de metodologias muito ilustrativas e pouco problematizadoras; dificuldade e fragilidade na conviv?ncia entre professores e entre professores/alunos, no que diz respeito ? aceita??o das diferen?as; aus?ncia de participa??o de discentes no processo de avalia??o e condu??o do projeto pedag?gico em curso. Neste sentido, compreendemos a necessidade de autorreflex?o do agir pedag?gico e condu??o coletiva da proposta pedag?gica do curso, na perspectiva de concretiza??o do SUS. Desse modo, torna-se necess?rio o apoio em pr?ticas motivadas pelo di?logo polif?nico e no exerc?cio da simbiose e autopoiese dos sujeitos/atores co-respons?veis pelo processo permanente de aprendizagem para a vida
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/14681 |
| Date | 29 October 2009 |
| Creators | Cavalcante, Rosangela Diniz |
| Contributors | CPF:00446114472, http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4721938D8, Oliveira, Josineide Silveira de, CPF:28230264449, http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4796363D5, Guimar?es, Jacileide, CPF:91643902415, http://lattes.cnpq.br/8942333851163376, Medeiros, Soraya Maria de, CPF:20018096468, http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4760209A3&dataRevisao=null, Germano, Raimunda Medeiros |
| 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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