Prática pedagógica dos docentes enfermeiros do curso de Enfermagem de uma instituição de ensino superior pública de Manaus – AM

Abstract

Introduction: The pedagogical practice is fundamental theme in the teaching profession, in higher education in health, especially in nursing, it is necessary for teachers to understand their practices from the pedagogical perspective, in order to perform a process of meaningful teaching and learning for the student, based on social performance. Objective: To analyze the pedagogical practice of nursing professors of the nursing course of a public IES (Institutions of Higher Education- HEI) in the city of Manaus - AM. Methodology: Descriptive and qualitative study, using as survey technique and interview data and specific group, as a questionnaire collection instrument and semi structured script and as participants, nursing teachers, of a nursing undergraduate course in the city of Manaus-AM . To analyze the data, was used the content analysis proposed by Bardin. Results: The pedagogical technical profile of the teachers indicated that: there is a predominance of females over males, that the average age of the participants is 45.3 years, that most of the teachers are more than 20 years graduate and more than 23 years of experience in teaching higher education, 12 professors are doctors having all carried out specialization course and master's degree, of the 17 bachelors in nursing two have a degree in nursing; in relation to the time of teaching that: 4 are beginners, 6 are intermediate and 7 are experienced, 8 of these teachers are in the phase of divergence, decisive stage for the interest in the continuity of teaching; in relation to the work regime that: 15 of the 17 teachers are exclusive dedication and 2 twenty hours a week. The pedagogical practice is developed through the planning of teaching activities, the use of different teaching strategies, the use of varied scenarios for the teaching-learning process and training for citizenship; the changes produced in the practices of teachers over time were, from knowledge holder to learning facilitator, from a vertical relationship to a horizontal relationship, from a teaching exercise based on action-reflection-action, from competence-based teaching professional knowledge and prior knowledge of the students; the factors that contributed to changes in teaching practice were: undertake postgraduate courses, learn from peers, participate in management and use technological innovations; the teaching exercise taught teachers to be resilient and work as a team, to constantly seek knowledge as it is changeable, and to be a reference for the student; the expectations of teachers in relation to their pedagogical practice are: to train critical-reflexive nurses, to train nurses who provide an ethical, humanized, safe and quality care, to have recognition of their teaching work, to strengthen pedagogical practice through research and Evidence-Based Practice; the teachers referred as facilities in the development of pedagogical practice the organizational culture of the HEI, the fact of being egressed from the institution, methodological freedom to teach, access to HEI managers, HEI as an incentive for the search for knowledge, facilities related to infrastructure, easy access to technology and the physical structure and material resources for the performance of work; as limiting factors for pedagogical practice were mentioned: limitations related to students, limitations related to the teacher, lack of pedagogical training, lack of interaction among teachers, work overload, dichotomy between theory and practice and sharing / fragmentation of the disciplines; the suggestions to develop a critical-emancipatory practice were: to promote conditions of satisfaction, optimization of the work process, to adopt the DCN (National Curricular Guidelines) as a parameter for training and changes in the pedagogical approach. Conclusion: Teachers pedagogical practice has proved to be multifaceted. Teachers bring with them different degrees of knowledge about the fundamentals of a teaching practice that contributes to a critical-reflexive formation recommended by the DCN. On the other hand, its potential is indisputable, necessitating some initiatives that articulate the work process, giving it more cohesion and unity, allowing the group to see its strengths.