Trajetória Histórica do Curso de Graduação em Enfermagem da Escola Paulista de Enfermagem de 1980 a 2010
Gorde:
| Egile nagusia: | |
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| Argitaratze data: | 2021 |
| Formatua: | Master thesis |
| Hizkuntza: | por |
| Baliabidea: | Repositório Comum do Brasil - Deposita |
| Download full: | https://deposita.ibict.br/handle/deposita/463 |
Gaia: | Introduction: Teaching at the Paulista School of Nursing, between the years 1980 and 2010, participated in movements of social and political transformations, which influenced management and had repercussions on a new school culture. These movements made the school fight for its autonomy, allowing it to become a space for education and research, as well as a reference for the professionalization of nursing in the state of São Paulo and in Brazil. Objective: To understand how undergraduate nursing education occurred at the Paulista School of Nursing, from the perception of the department directors and vice-directors, course coordinators and teachers between the period 1980 and 2010. Method: The research design of the study was qualitative, from a historical-social perspective and using the method of Thematic Oral History. The participants of the study were nurses, department directors and vice-directors, course coordinators and teachers of the Undergraduate Nursing Course of the Paulista School of Nursing who were at the school between 1980 and 2010. The analysis of the testimonies was performed using the model proposed by Bardin. Results: The results found demonstrated, that the historical influential factors in the Paulista School of Nursing were interpreted as a process of democratization of social, economic, political and cultural relations, capable of imprinting a school culture sustained in values that characterize the interest for the advancement, growth and improvement of professionalization in nursing. It was identified transformations that printed a profile of characteristic formation, based on a flexible curriculum to the knowledge of the profession and the world of work. Conclusions: It is possible to state that the school expanded administratively and academically between the 1980s and 2010. However, according to the reports of the teachers, it still needs to organize its administrative processes to incorporate a broader culture and adapt to current technical and scientific requirements, such as organizing itself in internationalization processes and providing teaching strategies with the use of more advanced technological resources. This historiographical research allowed us to debate about the past and offered tools that may help in the educational processes in different contexts. It promoted elements for an understanding and expansion of awareness, senses and meanings about one's own professional identity. |