Obstáculos para o encontro pedagógico entre professores e estudantes de enfermagem em diferentes contextos educacionais
In teaching, the teacher rationalizes and acts pedagogically, with a view to transforming the disciplinary content into learning. However, in an educational context, rather than by the teacher's intention, learning is produced by the capacity to establish a dialogical relationship between teachers a...
| Autor principal: | MENEGAZ, Jouhanna do Carmo |
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| Outros Autores: | BACKES, Vânia Marli Schubert, ZAMPROGNA, Katheri Maris, LIMA, Margarete Maria de, COSTA, Taís Pereira da |
| Grau: | Artigo |
| Idioma: | por |
| Publicado em: |
Universidade Federal do Pará
2019
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| Assuntos: | |
| Acesso em linha: |
http://repositorio.ufpa.br/jspui/handle/2011/11365 http://dx.doi.org/10.1590/s1678-4634201844176325 |
| Resumo: |
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In teaching, the teacher rationalizes and acts pedagogically, with a view to transforming the disciplinary content into learning. However, in an educational context, rather than by the teacher's intention, learning is produced by the capacity to establish a dialogical relationship between teachers and students. With this in view, this collective study of cases with a qualitative approach has the objective of analyzing obstacles to the pedagogical encounter between teachers and students of nursing of public and private university of the South Region of Brazil. Two university nursing professors and the students of the disciplines taught by them participated in the study. Data collection took place between April 2014 and July 2015 and involved documents, interviews and observation, outlined in phases guided by Shulman's constructs. The data were analyzed using the Strauss and Corbin method, and the results are articulated in the metacategories: pedagogical action and reasoning as an obstacle; understanding and attitude of the student as an obstacle;and tactics of denial of obstacles. The phases of comprehension, transformation and teaching of the action and pedagogical reasoning of the teachers are pointed as obstacles; understanding and expectations of students; attitudes of both before contraries. It is suggested the sharing of expectations, intentions and more candid evaluations between teachers and students to strengthen the pedagogical encounter. |