Docência universitária no curso de Enfermagem: formação profissional, processo de ensino-aprendizagem, saberes docentes e relações interpessoais, associados ao princípio da integralidade

Abstract

The purpose and relevance of education are defined within an environment of rapid change. They also contain a great concern for the professional development of teachers, especially of those in higher education. Within this reality, university teaching practices need to be subjected to extensive and continuous reflection. This study falls within the Knowledge and Educational Practices Line of Research, addressing the university teaching theme, with emphasis on nurse teachers. The argument of the thesis was that these professionals are able to realize the importance of working with university teaching as a profession, including its development, significance, and meanings, which make up their knowledge and educational practices, keeping close relationship with the whole health actions, focused on the individual and their reality. Thus, the objective \"to know, study, and analyze the degree of importance that the nurse as a university lecturer gives to the categories: training, teaching-learning process design, teaching knowledge, and interpersonal relationships. The aim was to understand the relationships established between the four categories studied within the principle of completeness. The issue of the study of university teaching, in its general aspects, has become a challenge in academia. Scientific publications in the area have recently been intensified by researchers and scholars such as: Cunha (2005, 2002); Masetto (2012, 2003, 2001); Malusá (2012, 2005, 2001); Melo (2012, 2009); Pimenta&Anastasiou (2010); Tardif (2011, 2000); Zabalza (2004), among others. However, the difficulty in researching references on the nurse teacher is even greater. In this study we cite a few authors who researched such specificity, namely: Bastable (2010); Fernandes (2010); Friedlander, Moreira (2006); Germano (2007); Oliveria, Porto, Ferreria, Castro (2007); Rodrigues, Zagonel, Mantovani (2007). Our research was exploratory, with analytical quantitative and qualitative approaches, using mix of instruments closed claims (5-point Likert scale), and an open question (Bardin‟s Content Analysis). The target population was formed by 43 nurse teachers at four Higher Education Institutions IES, involving the entire state of Amapá, in Brazil. In summary, the results shyly revealed that the research participants feel the need to have specific educational training to work in university teaching. They point out such responsibility, not for the lack of commitment of each nurse teacher, but for the lack of encouragement and interest of the IESs in creating concrete training and improvement teaching situations in higher education. The concern for improvement of graduate social and humanization training is already more evident. The desire to be a nurse teacher goes through reflection and reconstruction of the teaching currently experienced in undergraduate nursing courses.