Discurso do mestre: um estudo das representações do ser e do fazer docente no ensino técnico em enfermagem
| Ano de defesa: | 2018 |
|---|---|
| Autor(a) principal: | |
| Orientador(a): | |
| Banca de defesa: | |
| Tipo de documento: | Dissertação |
| Tipo de acesso: | Acesso aberto |
| Idioma: | por |
| Instituição de defesa: |
Universidade Federal de São Paulo
Brasil São Paulo UNIFESP Ensino em Ciências da Saúde |
| Programa de Pós-Graduação: |
Não Informado pela instituição
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| Departamento: |
Não Informado pela instituição
|
| País: |
Não Informado pela instituição
|
| Palavras-chave em Português: | |
| Link de acesso: | http://www2.unifesp.br/centros/cedess/mestrado/teses/tese_226_ana_luiza_arantes.pdf https://repositorio.unifesp.br/handle/11600/51829 |
Resumo: | Nursing professionals of high school level, both auxiliaries and technicians, represent the largest nursing and health workforce as a whole. Against the representativeness and importance of these professionals in the health area, it was emerged the interest of studying the formation of these professionals and, above all, to know the teacher of technical education of nursing and to enter into their universe of actions and meanings. In this way, this study analyzes what it is to be and how it is the pedagogical doing of the teacher in nursing technical education. It is about a case study with ethnographic inspiration. The case is composed of twenty teachers from a nursing technical training institution, located in the city of Sao Paulo/SP. Also, thirteen key informants, namely students, course coordinators, and principals of the school, participated in the study, which facilitated the understanding of the multidimensionality of the case. The research was developed through document analysis, observation, questionnaires application, and interviews with teachers, students and managers. The data produced were submitted to content analysis, thematic modality and the first questionnaire to the prototypical analysis. At the end of the study it was possible to apprehend about this teacher, the challenges that experience, how they recognize and develop their practice from the organizational, pedagogical and socio-cultural dimensions that involve the being and doing teaching. Identified that the teachers who are part of the study are eminently women, who perform other paid activity besides teaching. Regarding the vision and organization of the teaching-learning process, we verified that the teaching organization converges more towards a traditional approach, however, observed that the teaching practice is eclectic and reflects the plural view of the teacher about the teaching-learning process. In addition, it was possible to see that teachers recognize themselves as devalued professionals, especially because of low salaries and work overload. Analyzed that this social representation greatly influences behaviors, practices and relationships that are established in the daily school life, preventing the teacher from performing a true professionalism in teaching. In this way, the case entitled "the representations of being and doing teaching in nursing technical education" provides clues to the understanding of a larger reality in which the nursing technician is inserted |