Desafios da prática pedagógica universitária face a reestruturação curricular: um estudo com professores do Curso de Enfermagem.

Abstract

This study discusses how a group of professors at the Nursing School of UFPel expresses their conceptions about the pedagogic practices they develop and the collective work they have been experiencing with a view to building their political-pedagogic project, considering the changes introduced by the National Curricular Guidelines for the Health area. The research focuses on the challenges professionals must face when they take on teaching as their profession, due to a reasonable consensus that in order to follow teaching in higher education it suffices to master the specific knowledge of the area, which is also expressed by their identification with the profession of nurses instead of teachers. The data have been obtained through applying semi-structured interviews to a five professors of the Course, and have been analyzed under a theoretical framework which includes Cunha (1998, 2001, 2002, 2005), Anastasiou (2002, 2005), Zabalza (2004), Pimenta (2002) and Bernstein (1996, 1998, 2000). Results indicate that their formation as well as the complexity of higher education teaching have challenged some professionals into investing in collective work as a way of building and systematizing, through the course’s political-pedagogic project, a less fragmented curriculum, able to form students in a more global perspective. They also show that these professionals, as they become professors, consider important to undergo studies in the teaching field in order to better understand the practices they develop.