Technical Course in Nursing: pedagogical conceptions of training
| Autor(a) principal: | |
|---|---|
| Data de Publicação: | 2022 |
| Outros Autores: | , , , , , , |
| Tipo de documento: | Artigo |
| Idioma: | por |
| Título da fonte: | Research, Society and Development |
| Texto Completo: | https://rsdjournal.org/index.php/rsd/article/view/32962 |
Resumo: | Objective: To identify scientific production on pedagogical conceptions those underlie the pedagogical projects of nursing technical courses in Brazil. Methods: This is an integrative review of publications that address the pedagogical plan of nursing technical courses in the country, seeking to answer the question "What are the pedagogical conceptions that underpin the curricula of nursing technical courses in Brazil?" Results: A total of 679 articles were identified, six of which were included. All were qualitative, used distinct designs and were published in five journals in the area of Nursing. The data found in the primary studies included in this integrative review were synthesized in two categories: "The problematization in the pedagogical centrality of Technical Education" and "Curriculum by competencies for a training committed to professional practice of integral health care". It was observed a pedagogical direction towards the use of problematization and a tendency towards a curriculum by competencies, notably in public education. Conclusion: A mismatch was observed between what is described in the pedagogical project of the courses addressed and what is implemented by the respective professors. |
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Technical Course in Nursing: pedagogical conceptions of trainingCurso Técnico de Enfermería: concepciones pedagógicas de la formaciónCurso Técnico em Enfermagem: concepções pedagógicas da formaçãoNursing techniciansEducationCurriculumReviewTeaching.Técnicos de enfermagemEducaçãoCurrículoRevisãoEnsino.Técnico de enfermeríaEducaciónPlan de estudiosRevisiónEnseñanza.Objective: To identify scientific production on pedagogical conceptions those underlie the pedagogical projects of nursing technical courses in Brazil. Methods: This is an integrative review of publications that address the pedagogical plan of nursing technical courses in the country, seeking to answer the question "What are the pedagogical conceptions that underpin the curricula of nursing technical courses in Brazil?" Results: A total of 679 articles were identified, six of which were included. All were qualitative, used distinct designs and were published in five journals in the area of Nursing. The data found in the primary studies included in this integrative review were synthesized in two categories: "The problematization in the pedagogical centrality of Technical Education" and "Curriculum by competencies for a training committed to professional practice of integral health care". It was observed a pedagogical direction towards the use of problematization and a tendency towards a curriculum by competencies, notably in public education. Conclusion: A mismatch was observed between what is described in the pedagogical project of the courses addressed and what is implemented by the respective professors.Objetivo: Identificar las producciones científicas sobre las concepciones pedagógicas que embazan los proyectos pedagógicos de los cursos técnicos de enfermería en Brasil. Métodos: Se trata de una revisión integradora de las publicaciones que abordan el plano pedagógico de los cursos técnicos de enfermería en el país, buscando responder a la pregunta "¿Cuáles son las concepciones pedagógicas en las que se basan los planes de estudio de los cursos técnicos de enfermería en Brasil?". Resultados: Se identificaron un total de 679 artículos, de los cuales se incluyeron seis. Todos ellos fueron cualitativos, utilizaron diseños distintos y se publicaron en cinco revistas del área de Enfermería. Los datos encontrados en los estudios primarios incluidos en esta revisión integradora fueron sintetizados en dos categorías: "La problematización en la centralidad pedagógica de la Educación Técnica" y "Currículo por competencias para una formación comprometida con la práctica profesional del cuidado integral de la salud". Se constató una orientación pedagógica para el uso de la problematización y una tendencia al currículo por competencias, sobre todo en la enseñanza pública. Conclusión: Se ha observado un desencuentro entre lo que se describe en el proyecto pedagógico de los cursos abordados y lo que se implementa por los respectivos docentes.Objetivo: Identificar produções científicas sobre concepções pedagógicas que embasam os projetos pedagógicos dos cursos técnicos de enfermagem no Brasil. Métodos: Trata-se de uma revisão integrativa de publicações que abordem o plano pedagógico de cursos técnicos de enfermagem no país, buscando responder à questão “Quais as concepções pedagógicas que embasam os currículos dos cursos técnicos de enfermagem no Brasil?”. Resultados: Foram identificados 679 artigos, dos quais seis foram incluídos. Todos qualitativos, utilizaram delineamentos distintos e foram publicados em cinco periódicos da área da Enfermagem. Os dados encontrados nos estudos primários incluídos nesta revisão integrativa foram sintetizados em duas categorias: “A problematização na centralidade pedagógica da Educação Técnica” e “Currículo por competências para uma formação comprometida com a prática profissional do cuidado integral em saúde”. Foi constatado um direcionamento pedagógico para o uso da problematização e uma tendência ao currículo por competências, notadamente no ensino público. Conclusão: Foi observado um desencontro entre o que está descrito no projeto pedagógico dos cursos abordados e o que é implementado pelos respectivos docentes.Research, Society and Development2022-08-07info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/3296210.33448/rsd-v11i10.32962Research, Society and Development; Vol. 11 No. 10; e461111032962Research, Society and Development; Vol. 11 Núm. 10; e461111032962Research, Society and Development; v. 11 n. 10; e4611110329622525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIporhttps://rsdjournal.org/index.php/rsd/article/view/32962/27993Copyright (c) 2022 Michele da Rosa Ferreira; Dinara Dornfeld; Cecilia Biasibetti Soster; Fernanda Miranda Seixas Einloft; Ananyr Porto Fajardo; Sofia Louise Santin Barilli; Carolina Melo Römer; Kátia Cilene Godinho Bertoncellohttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessFerreira, Michele da Rosa Dornfeld, DinaraSoster, Cecilia BiasibettiEinloft, Fernanda Miranda Seixas Fajardo, Ananyr Porto Barilli, Sofia Louise Santin Römer, Carolina Melo Bertoncello, Kátia Cilene Godinho 2022-08-12T22:23:03Zoai:ojs.pkp.sfu.ca:article/32962Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:48:45.978812Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false |
| dc.title.none.fl_str_mv |
Technical Course in Nursing: pedagogical conceptions of training Curso Técnico de Enfermería: concepciones pedagógicas de la formación Curso Técnico em Enfermagem: concepções pedagógicas da formação |
| title |
Technical Course in Nursing: pedagogical conceptions of training |
| spellingShingle |
Technical Course in Nursing: pedagogical conceptions of training Ferreira, Michele da Rosa Nursing technicians Education Curriculum Review Teaching. Técnicos de enfermagem Educação Currículo Revisão Ensino. Técnico de enfermería Educación Plan de estudios Revisión Enseñanza. |
| title_short |
Technical Course in Nursing: pedagogical conceptions of training |
| title_full |
Technical Course in Nursing: pedagogical conceptions of training |
| title_fullStr |
Technical Course in Nursing: pedagogical conceptions of training |
| title_full_unstemmed |
Technical Course in Nursing: pedagogical conceptions of training |
| title_sort |
Technical Course in Nursing: pedagogical conceptions of training |
| author |
Ferreira, Michele da Rosa |
| author_facet |
Ferreira, Michele da Rosa Dornfeld, Dinara Soster, Cecilia Biasibetti Einloft, Fernanda Miranda Seixas Fajardo, Ananyr Porto Barilli, Sofia Louise Santin Römer, Carolina Melo Bertoncello, Kátia Cilene Godinho |
| author_role |
author |
| author2 |
Dornfeld, Dinara Soster, Cecilia Biasibetti Einloft, Fernanda Miranda Seixas Fajardo, Ananyr Porto Barilli, Sofia Louise Santin Römer, Carolina Melo Bertoncello, Kátia Cilene Godinho |
| author2_role |
author author author author author author author |
| dc.contributor.author.fl_str_mv |
Ferreira, Michele da Rosa Dornfeld, Dinara Soster, Cecilia Biasibetti Einloft, Fernanda Miranda Seixas Fajardo, Ananyr Porto Barilli, Sofia Louise Santin Römer, Carolina Melo Bertoncello, Kátia Cilene Godinho |
| dc.subject.por.fl_str_mv |
Nursing technicians Education Curriculum Review Teaching. Técnicos de enfermagem Educação Currículo Revisão Ensino. Técnico de enfermería Educación Plan de estudios Revisión Enseñanza. |
| topic |
Nursing technicians Education Curriculum Review Teaching. Técnicos de enfermagem Educação Currículo Revisão Ensino. Técnico de enfermería Educación Plan de estudios Revisión Enseñanza. |
| description |
Objective: To identify scientific production on pedagogical conceptions those underlie the pedagogical projects of nursing technical courses in Brazil. Methods: This is an integrative review of publications that address the pedagogical plan of nursing technical courses in the country, seeking to answer the question "What are the pedagogical conceptions that underpin the curricula of nursing technical courses in Brazil?" Results: A total of 679 articles were identified, six of which were included. All were qualitative, used distinct designs and were published in five journals in the area of Nursing. The data found in the primary studies included in this integrative review were synthesized in two categories: "The problematization in the pedagogical centrality of Technical Education" and "Curriculum by competencies for a training committed to professional practice of integral health care". It was observed a pedagogical direction towards the use of problematization and a tendency towards a curriculum by competencies, notably in public education. Conclusion: A mismatch was observed between what is described in the pedagogical project of the courses addressed and what is implemented by the respective professors. |
| publishDate |
2022 |
| dc.date.none.fl_str_mv |
2022-08-07 |
| dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
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article |
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publishedVersion |
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https://rsdjournal.org/index.php/rsd/article/view/32962 10.33448/rsd-v11i10.32962 |
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https://rsdjournal.org/index.php/rsd/article/view/32962 |
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10.33448/rsd-v11i10.32962 |
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por |
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por |
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https://rsdjournal.org/index.php/rsd/article/view/32962/27993 |
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https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
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https://creativecommons.org/licenses/by/4.0 |
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application/pdf |
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Research, Society and Development |
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Research, Society and Development |
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Research, Society and Development; Vol. 11 No. 10; e461111032962 Research, Society and Development; Vol. 11 Núm. 10; e461111032962 Research, Society and Development; v. 11 n. 10; e461111032962 2525-3409 reponame:Research, Society and Development instname:Universidade Federal de Itajubá (UNIFEI) instacron:UNIFEI |
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