RENATA OPPITZ DE LIMA E CIRNE ORTIZ ... - Ppgenf.ufpr.br

ABSTRACT<br />
Vargas, R.O.L.C.O. Analysis of teaching practice in an undergraduate course<br />
in Nursing. 2011. 166 f. Dissertation (M.Sc. Nursing) - Graduate Program in Nursing,<br />
Federal University of Paraná, Curitiba, 2011.<br />
Advisor: Prof. Dr. Aida Maris Perez<br />
Co-supervisor: Prof. Dr. José Ramón Martínez Riera<br />
This research focused on the development of teaching practice in graduation<br />
teaching and had the general aim of analyzing the conceptual, philosophical,<br />
methodological and political elements that underlie the Undergraduate Nursing<br />
Course and teaching practice of an institution of higher education.<br />
Specifically, it aimed to: identify the conceptual, philosophical,<br />
methodological and political elements of the Pedagogical Political Projects<br />
which based the teaching practice in a 11-year of a nursing course;<br />
describe how teaching practice developed during the 11 years of<br />
Nursing Course, discuss the elements that underpin the teacher’ practice<br />
in a nursing course. This is an exploratory research with qualitative approach<br />
consisting of a sample of 21 teachers and 25 students from a nursing course at a<br />
Brazilian public university. Data collection occurred in three phases: in the 1st phase,<br />
of documentation researching, data were collected from the four educational projects<br />
of the Course and the teaching plans; in the 2nd phase, data were collected in a<br />
workshop with students from the course, which used the methodology of questioning,<br />
and in the 3rd phase, through interviews with teachers of the course. The analysis<br />
was inspired by the method of data triangulation, knowing the results coming from the<br />
student’s workshop were reported verbatim, and the data from documents and<br />
interviews went through a preliminary analysis with the content analysis technique<br />
proposed by Bardin. The documentary data permitted to monitor the changes in the<br />
guiding elements of the course, the workshop allowed an student` evaluation from<br />
the teacher’ practice and, from interviews, four categories were described: external<br />
influences on teaching practice, the student evaluation process, changes identified in<br />
teaching practice; teacher identities. As a result, the analysis with the perspective of<br />
triangulation provided the verification that the course experiences a movement of<br />
structural change in its pedagogical project, teachers develop isolated initiatives of<br />
methodological and conceptual change, there is an increase in the quest for teaching<br />
qualification and enhancement in the teacher-student relationship, teaching plans<br />
showed divergences of proposals from the educational projects, the teaching practice<br />
is individualized, causing discouragement in teaching and difficulties in evaluation<br />
process of the student, the learning process is fragmented by the lack of<br />
interdisciplinary integration, there is need to expand pedagogical discussions. This<br />
study contributed to visualize the progress and the challenges experienced by the<br />
course, and to facilitate understanding of the universe of relationships in which<br />
teachers are inserted and how they articulate their everyday practice with the<br />
influences.