Recontextualização do currículo do Curso de Enfermagem da UFPel: do texto à prática.

Abstract

This work focuses on the study of the curriculum of the Federal University of Pelotas’ nursing major, which was revisited based on the National Curriculum Guidelines (DCN/ENF) - Resolution No. 03 of November 7, 2001-CNE/SESU, giving rise to a curriculum reform implemented in 2009. The main purpose of this dissertation was to analyze the process of recontextualization of the current curriculum through the pedagogical practices supporting that undergraduate program. Adopting a qualitative case study research, it was sought to identify how professors and nurses from the Nursing School recontextualized the curriculum in their pedagogical practices and how students understand this curriculum in action. Data collection took place by means of semi-structured interviews using Guba and Lincoln’s hermeneutic-dialect circle (2001) as well as observations of teaching practices and documentary analysis, and analyzed in the light of Basil Bernstein’s theoretical framework (1996, 1998, 2003) and Laurence Bardin’s content analysis method (2011). The following categories resulted from the analysis: the context of the curriculum reform, its tensions, conflicts and developments in the field of pedagogical recontextualization; the context of curricular practices in the field of pedagogical recontextualization; recontextualization of the curriculum of the Nursing major from discourse to practice. The analysis of the curriculum recontextualization showed that the text, i.e., the pedagogical project, was not transformed into a new text, but is constantly recontextualized by its recontextualization agents in consonance with what is stated by Bernstein (1996): when moved from its original site of production to another, discourse is decontextualized and recontextualized by the influences and disputes established in the new context. Finally, results highlight that the pedagogical discourse emanating from the curriculum in action in the Nursing major at UFPel is seen by its participants as capable of promoting changes in the education of nurses-to-be.