Integração curricular do curso técnico em enfermagem com a disciplina biologia

• Ano de defesa: 2013
• Autor(a) principal: Mota, Maria Danielle Araújo
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Palavras-chave em Português: Ensino profissional – Fortaleza(CE); Prática de Ensino; Ensino técnico – Fortaleza(CE)
• Link de acesso: http://www.repositorio.ufc.br/handle/riufc/22862

This research aimed to investigate how does the integration of professional disciplines with biology in technical nursing. The study, using a qualitative approach is descriptive data analysis. Methodology was chosen as the case study and the instruments of data collection were document analysis, observations and planning educational journey and interviews. The research was conducted in a State School of Professional Education - EEEP, the subjects were biology teachers and teachers in the area of professional technical Nursing course. At first the study became the theoretical foundation of authors who address the themes: professional education, curriculum / integrated curriculum and the importance of biology for the technical course in Nursing. The work consisted in analyzing the official documents, especially the course plan. Then the observations were made the journey planning and teaching , and finally , the analysis was made of the interviews on the curriculum integration , in order to perceive signs as they plan their lessons and how articulate discipline Biology with the professional disciplines . One can see that in his speech, teachers give evidence of trying to plan articulating areas . However , when planning you realize that your practice performs weakly , making it clear that the prospect of curriculum integration in official documents as Decree 5154/2004 and the plan of the Technical Course in Nursing , is employed on a constant , a fact explained in interviews and observation of the journey and educational planning . Research results indicate that observed in school , teachers still follow the two-tier model , in which theory and practice are dissociated and that they are trying to approach curricular practices isolated and specific to each field , which allows an attempt at integration . One may consider, therefore, that despite the efforts of teachers in an attempt of curriculum integration, there is still a gap between the official document, the identity of this modality and educational planning .