O pensamento crítico e reflexivo: percepção de docentes de um currículo integrado

• Autor(a) principal: Alves, Elaine
• Data de Publicação: 2013
• Outros Autores: Burgatti, Juliane Cristina, Oliveira, Maria Amélia Campos
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• DOI: 10.34624/id.v5i2.4420
• Texto Completo: https://doi.org/10.34624/id.v5i2.4420

In recent years, there has been progressive mobilization around the change in the formation of the various health professions, with encouragement from the Brazilian Ministry of Health to recast the political-pedagogical projects of various undergraduate courses in the area of professional training for critical and reflective thinking. However, it is rarely explained what is the critical and reflective thinking and how to achieve this purpose in Nursing education. This research is aimed at answering the following research problem: How to design an integrated curriculum for teachers on the development of critical and reflective competence? The objective of this study was to review the design of an integrated curriculum for teachers about what happens to be a professional critic and reflective. We conducted a qualitative research method which interpretation was the dialectical hermeneutics. The research site was the Health Sciences Center, State University of Londrina, PR, Brazil. The focus of the study was the degree course in Nursing, in 2000, implemented the integrated curriculum. The research subjects integrate teachers of the Undergraduate Nursing who experience teaching project integrated curriculum 2000. Semi-structured interviews were conducted seeking to verify the perception of teachers on the critical and reflective competence. To date 20 teachers were interviewed. Initial analysis of the data revealed the following units of analysis: the questioning of reality, not accepting reality as a finite and proposing changes, use of cognitive skills of reasoning, logic and apprehension of knowledge, use of scientific-theoretical knowledge in clinical practice and analysis of their world and their context. It is hoped that the information presented can support changes in the training of nurse practitioners, nurses preparing not only able to perform their professional practice, but also to critically reflect on it, perfecting it.