The purpose of this study is to understand the student's perception about the teaching learning process in curricular activities: Nursing in Mental Health and Psychiatry and Semi Internship in Nursing II, identifying weaknesses in the training process. The philosophical
theoretical support is based on the libertanting pedagogical conception of Paulo Freire, as well
as, it is anchored in authors and documents that discuss the proposed theme. Fourteen
graduating students had participated in the curricular activities of Nursing in Mental Health
and Psychiatry and Semi-Internship in Nursing II, ministered respectively in the 4th and 9th
semesters of the Nursing Course-UFPA, divided between two sessions, the first one
composed of four Students and the second session of ten students. Data collection was
realized in September and October 2015, throught the technique of group interviews, via the
focal group. The data obtained were analyzed following the steps proposed by John W.
Creswell (2010), from which four important thematic units appeared: "The critical-curious
look for the classes of Mental Health and Psychiatry"; "The Pedagogical dimension";
"Learning in relation to Mental Health and Psychiatry"; "The stigma in relation to the
psychiatric patient". The results revealed that the students perceive their training process and
critically contemplate the ways of teaching in mental health and psychiatry, and recognize
that the way in which the content is worked makes difference in the teaching-learning process.
It is inferred, that for teachers it is still a challenge to understand the pedagogical action and
the role they play in this process, recognizing the demands and requirements that determine
the formation process, as well as, respect for the autonomy of the students. Through this study
we perceive the need to consolidate the training of nurses from the perspective of SUS, in
order to know the devices of the Psychosocial Attention Network and the precepts of the
Psychiatric Reform. The results indicate the need to overcome the pontual formation of
mental health, however, it should favor an academic environment that fosters the topic of
discussion in all curricular activities because it is a transversal theme and takes place
throughout the living process of the human being. It was possible to understand through the
praxis, the process of reflection on the action and the critical posture, that the environment
changes and people are transformed.
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