Learning in the informal spaces and re-signification of the existence of undergraduate students of nursing

OBJECTIVE: to describe the perception of lecturers and undergraduate nursing students regarding the dialogic experience in the informal spaces and its relationship with training in health. METHOD: experiential descriptions were collected in the context of a public university in the non-metropolitan region of the state of Bahia, Brazil, using open interviews. These descriptions were analyzed according to the principles of the phenomenology of Maurice Merleau-Ponty. RESULTS: it was revealed that the informal spaces contribute significantly to the construction of knowledge and professional training strengthening teaching and promoting the re-signification of the subjects' experience. CONCLUSION: it is evidenced that the dialogic experience has relevancy for rethinking the teaching-learning process in the university, such that the informal spaces should be included and valued as producers of meanings for the personal and academic life of lecturers and students, with the ability to re-signify existence.


Introduction
The study emerged from the perception that the dialogue in the informal spaces needs to be recognized in the university context as an opportunity for the (re) production of knowledges which contribute to the professional's training in health, and, especially, In this study, the informal space is understood as all the spaces of the university context, including the university campus and its surroundings, in which the educators and those receiving education come together without the specific aim of developing knowledges in a systematic way, for example, canteens, patio areas, benches distributed around the campus, stairways, luncheonettes, bakeries, bars near the campus, as well as spaces which are recognized as set aside for formal education, such as the library, laboratories, classrooms and others, so long as they are used for informal conversations.
Learning in the informal spaces goes beyond the limits proposed by formal, technicist and instrumentalist education, disassociated from the sociocultural context, and is presented as an innovative mode of learning, which provides an intellectual instrument which is more concrete and closer to the social practices, permeating the action and the reflection, aiming for the construction of the subjects' citizenship and critical sense (1)(2) .
It is unacceptable that at the current time the person graduating from courses in the healthcare area should be unable to undertake humane care in a contextualized way, in the light of the complexity which engenders it, requiring competencies and skills which promote health in its integrity, which cause them to see the problems and collaborate for their solution, and which value the person as a citizen (3) .
In our academic experience, the knowledge shared in the informal spaces contributed to the teachinglearning process, principally in relation to the adopting of more critical and reflexive attitudes, to the development of communicational and relational skills, interdisciplinary experience with various areas of knowledge such as education, philosophy, and art, among others, which we can raise in the training, in the professional practice, and also in personal life.
Based on these experiences, we have come to believe that the personal experiences which involve the routine of the academics need to be capitalised upon by students and lecturers throughout the training, so as to extend the educational settings and value the experience as an enriching and driving force of the pedagogical process in the construction of knowledge.
To this end, we have defined as the objective of the study which was the basis for this article the description of how lecturers and students on the undergraduate nursing course perceive the dialogic experience in the informal spaces of the university context, and the relationship which they establish (if they do) with training in health.
In his work Phenomenology of Perception, the philosopher Maurice Merleau-Ponty refutes the belief that there is an interior subjectivity conferring individuality on the person, distinguishing her from others. It is exactly this understanding that Merleau-Ponty tries to overcome, inserting the theory of intersubjectivity, according to which, the sensitive nature confers on the man a generality and, through this, he is always interpersonal and intersubjective (4) .
In this regard, Merleau-Ponty's theory is perfectly suited to supporting the present study, as it deals with describing perception and, for the philosopher, existence is inscribed in perceptive experience, and this is effected through dialogue, which is completely intersubjective.
As a consequence, the knowledge produced in this study does not aim to explain the results achieved, but to describe the experiences which are perceived through the intersubjectivity between researchers and study subjects.
The study's relevance lies principally in providing theoretical support, based in the experiences of lecturers and students of nursing, such that the subjects involved in the teaching-learning process in the areas of health may use the experiences of the university routine in the ambit of the informal dialogues, so as to strengthen the formal curriculum plan and produce knowledge capable of transforming the praxis of the work in health.

Method
This study is of a qualitative and phenomenological For the selection of the lecturers, we used the following criteria: to be teaching professionalizing courses from the sixth semester onwards. Following that, we undertook a random selection of 10 lecturers, and the first five considered were invited to participate in the study. When the first selected could not participate, we invited the subsequent ones. Although we arranged the meeting with five lecturers, on the day of the interview only four attended.
In this process, the interview was used. We held meetings separately with each category, lecturers and students. The interview was supported by a script with the following guiding themes: What does dialogue in the informal spaces of the university and its surroundings mean for you? Do you think that the informal conversations in these spaces contribute to the academic training? If you believe that these conversations in the informal spaces contribute to the academic training, are they recognized as such and valued by the lecturers and students?
The group interview occurred in a processual and intersubjective way; as the questions were put by the researcher, the participants responded in the dialogic way, without necessarily obeying an order, considering that, in the intersubjectivity, the account of one subject mobilizes that of the other. The group was mediated by one of the authors, who intervened so as to deepen and clarify questions, with a view to achieving the objective proposed.
In all the stages of the research, the ethical precepts were respected, the study being approved This technique occurs under the perspective that, while we are reading the experiential descriptions, we make an effort to convert what has not been reflected upon to reflection and articulate a thinking to be aimed for, thrown to the exterior as a perceived object (5) .
Invested in these philosophical assumptions, based in phenomenology, it is said that the researcher is in a regime of phenomenological reduction, given that she is convinced that she is facing dogmatizing theses, characterized by convictions that the things and the others are already in themselves, that is, that they are a priori objectivities. However, in undertaking the exhaustive reading of the material, the researcher becomes convinced that, in spite of the ambiguities, this being a matter of perceptive experience, which is inserted in a phenomenal field, objectifications are effected as significant operations. These consist of a transmutation of the pre-reflexive pole to the reflexive, a process undertaken through speech, using words, forms, synthesis and a literary genre, to which one can add the style of the writer and the feelings inside her (5) .

Results and Discussion
The human being is in a constant search to  The description reveals the students' wish that the educator should bring the scientific knowledge closer to the routine experience, given that the closer the knowledge is to the practical knowledge and to the experience, the more logical and meaningful it becomes. In addition, the valorization of the empirical experience promotes development that is not only academic but which is also personal, which expands the creative potential and intensifies the participation of the person being educated in the teaching-learning process, when they perceive that the experience of life is not disassociated from the training, but that it has a significant contribution (6) .
As a result, Freirean thinking emphasizes that the role of the educator is not to lecture regarding his vision of the world or to try to impose it on the person being educated, but to dialogue with her regarding the two points of view, constituted by the action of the respective actors in the world (1) , as everything which one knows regarding the world, even through science, is based on a point of view or on experience, without which the scientific symbols mean nothing (7) .
We must not, therefore, limit learning only to the act of assimilating content, but serve its basic It is pure theory and theory does not build as much as we do with practice, with our lives, in our context, with things which are more real, closer, it is this that helps us to make this connection, more than theory, which is put, which was placed, which was studied and is brought to our life. So I think that it is one meaning which it brings. It brings life to its theory. which favors the recovery of the pleasure of learning, as well as the social responsibility for creation, sharing and publicizing of science with a view to conscientious, citizenship-based action (9) .
The lecturers who participated in the study emphasize the positive effects of student participation in spaces besides the classroom in the academic training, for example, in research projects and expansion projects, which aim for the full development of the person being educated and the preparation for exercising citizenship, in addition to qualification for work. In this perspective, the participation of those being educated in non-obligatory activities encourages the seeking of information and the process of self-learning, involving various situations such as the identification, analysis and resolution of problems, in different scenarios, both in the academic space and in the health services and community; it also encourages critical and reflexive discussion regarding the practices undertaken, with a view to transforming these (10) .
The non-obligatory activities, which include actions of research and extension, are also commonly shared among the academics in the informal spaces, which allows students who are not engaged in these projects to extend their knowledge on various issues, as well as being awoken to and motivated for integrating into such activities as well. Through involving themselves in these activities, the students have the opportunity to develop new reflections which the curricular plan cannot promote, such as to develop personal projects and actions which are different from the routine ones, and come to be engaged in something which is closer to their existential interests, as well as to experience innovative experiences which can strengthen the formal curriculum and provide creative elements for the formal academic activities (3,11) .
The accounts revealed that the academic trajectory that includes the informal experiences in the university environment has fundamental importance in the construction of the human being, as it extends beyond the technical training, produces meaning, and resignifies the existence of students and lecturers. us up to date, but occurs in a tangle of possibilities and unanticipated transmutations resulting from creativity (12) .
The opportunities for learning and growth affect not only the students but also the lecturers, when these establish relationships with the students in the academic routine, a phenomena that Merleau-Ponty defined as I can, the experience of becoming the other without losing one's identity as a person (4) . It is a process of transcendence, which occurs through the intersubjectivity that is characteristic of the dialogic relationship. The subjects involved establish a relationship of complicity, share feelings, reveal their humanity and become an intercorporal generality. Lecturer and students can come together and reveal an identity in the difference.
One lecturer emphasizes the limitation of the formal space of the classroom for promoting intersubjectivity, but understands that time produces maturing so as to perceive that the experiences of life allow learning, and values the informal environment as an opportunity for knowing the other. In addition, it was also emphasized that coexistence strengthens the social relationships and allows the dissolution of prejudices. Becoming closer to, and gaining information about, the person with whom one coexists is essential for establishing social relationships of trust, even those which are more formal, such as those at work, as lack of knowledge can create false expectations in relation to the other's capacity, leading one either to undervalue or overvalue them -the natural tendency of the human being to make a value judgment, whether positive or negative.
In this regard, the result of the lecturers' experience in the context of life was positive, as it allowed them to change their worldview, converting prejudice into creative strength, and that experience with the other revealed their perceptions and did not allow that predetermined concepts should guide their work, way of being, and their relationships with the students.
The experience, at the same time as it revealed the need for creating strategies to mobilize the strength which exists in each student as a human being, made the reconstruction of the personal and professional identity of the educator essential. The event was able, according to Merleau-Pontyan thought, to dissolve opacities and request to the body the attention of the whole existence, also confirmed by the discrepancies which caused them to see the facticity of the man and of the world (7) .
In this perspective, the lecturers also considered that the informal spaces favor communication and help the students to cope with challenges and routine changes, in addition to being an agreeable option for production of knowledge, and promoting health and well-being. It is through taking the experiences and practices of the subjects involved as a starting point that informal learning has gained territory in pedagogical discussions, and the repercussions are being gradually extended, contributing to the construction of bridges between popular knowledge and scientific knowledge in the university experience, which characterizes a process of training beyond technical learning, but a training for life, in which the graduates feel more secure for facing future challenges (3,6) .  (13) -will permit the comprehensive and more humanist training, as it favors the construction of the professional and existential identity (14) .
In the light of this, the students' experiential descriptions caused us to believe that the theoretical and

Conclusion
The results reveal that the informal spaces are perceived as promoting significant knowledge which strengthens the formal teaching and favors the re-signification of the experience of the subjects throughout their lives, learning and work. As a result, they contribute to the training of the nurse, but also to the training of the other health professionals, to the extent that they produce intersubjectivity and bring together knowledges and virtues, providing a broader professional construction, as the learning is interlaced with the subjects' life experiences.
However, for them to be used fruitfully, it is necessary for academia to recognize the potential of the informal spaces, and encourage the students to establish dialogic relationships in contexts of intersubjectivity during their training. This being the case, the study is shown to be relevant for rethinking the teaching-learning process in the university, such that the informal spaces may be included and valued as producers of meanings for the personal and academic life of students and lecturers, with the capacity to re-signify existence.
The phenomenological perspective for the informal spaces in the context of the training of the nurse showed that the production of knowledge and learning in these spaces goes beyond that established in the undergraduate, postgraduate, and educational courses run in the workplace -whose focus is the technical-scientific aspect -as they bring together other competences and essential virtues for care of oneself and for the other, as in the example of generosity, respect and tolerance, which lead to the re-signification of existence.