Banca de DEFESA: ALINE SAMARA DANTAS SOARES

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
STUDENT : ALINE SAMARA DANTAS SOARES
DATE: 30/09/2024
TIME: 14:30
LOCAL: platarforma de Webconferência
TITLE:

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KEY WORDS:

comprehensive care; higher education; teacher training; social representations; teaching; nurse.

PAGES: 289
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

This thesis concerns the object of study “social representations of nurses/teachers about

teaching for comprehensive care”. In this sense, its general objective was to: investigate the

social representations of nurses/professors regarding teaching in Higher Nursing Education,

from the perspective of comprehensive care. And, as specific objectives: (1) outline a teaching

profile regarding teaching for comprehensive care; (2) characterize teaching knowledge and

practices regarding teaching for comprehensive care; and (3) discuss challenges related to

teaching for comprehensive care, in the context of the teaching practice of nursing professors

who work in Higher Nursing Education. Methodologically, the research is qualitative in

nature (Moscovici, 2012). To obtain the data to be presented and analyzed, the following

were used: the Free Word Association Technique (TALP), as part of a questionnaire; the

semi-structured interview, using a semi-structured form; and documentary research, including

the Institutional Development Project (PDI), the Nursing Course Pedagogical Project (PPC),

the National Nursing Curricular Guidelines (DCN) of 2001, the General Regulations of the

Teacher Training Center (NFD) and subject plans made available by the Coordination of the

Undergraduate Nursing Course during the data construction period. Its theoretical-

methodological reference was the Theory of Social Representations (Moscovicci, 2012), the

Central Nucleus Theory (Abric, 1998; Sá, 1996), the Representational Spiral System (Arruda,

2002; Melo, 2024) and Analysis of Content (Bardin,2011). The entire experiment was built at

the Regional University of Cariri (URCA), Crato – CE campus. Commitment and

interdisciplinarity were the central core elements of the social representation of the

participants in this research regarding teaching for comprehensive care. This representation is

associated with the perception of the demand for teaching comprehensive care, by the

admission of the human being as holistic, by the relationship given to teaching-learning

contents from an interdisciplinary perspective, and by the value given to action and reflection

in the student training process, by valorization of a health care model centered on the human

person and not on their illness, as well as the admission of the need to teach the Nursing

Process as a peculiarity of the nurse's knowledge. Regarding teaching practices for

comprehensive care, it is inferred that the subjects' commitment related to the object of study

is in the process of practical teaching and in Health and Extension services, through which the

aim is to stimulate reflections on comprehensive care through problematization of realities in

the teaching-learning of nurses' collaborative and autonomous practices. Teaching for

comprehensive care presents challenges linked to the demands of compatible didactic-

pedagogical training, effective teaching-learning of comprehensive care under an integrated

curriculum, and more teaching dialogue to strengthen interprofessionality, interdisciplinarity

for coherence between care plans discipline and Course Pedagogical Project, which

emphasizes student training oriented towards comprehensive care, located in a critical rather

than technical rationality.

COMMITTEE MEMBERS:
Externo à Instituição - ANTONIO GERMANE ALVES PINTO
Interna - 2621064 - CYNARA TEIXEIRA RIBEIRO
Interna - 3465197 - ELDA SILVA DO NASCIMENTO MELO
Externa à Instituição - FRANCISCA CLARA PAULA DE OLIVEIRA
Externo ao Programa - 3474916 - JOSE JAILSON DE ALMEIDA JUNIOR - null