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Texto & Contexto - Enfermagem

Print version ISSN 0104-0707

Texto contexto - enferm. vol.13 no.3 Florianópolis July/Sept. 2004

http://dx.doi.org/10.1590/S0104-07072004000300025 

ABSTRACT

 

The critical-creative professional in nursing: the building process of the intersectional space within the pedagogical relationship

 

 

This study analyzes the manifestation of the intersectional space in the pedagogical relationship of an Undergraduate Course of Nursing. Its main objective is to understand how the intersectional space is manifested within the pedagogical relationship, with the purpose of surfacing stimuli for the development of the critical-creative nursing professional. It is based on the theoretical reference of Merhy, which establishes the intersectional space in the health work process as the moment that may offer the implantation of changes within this process. The methodology used is based on the qualitative approach of the instrumental case study kind, where the author, through the technique of observation in the formal spaces of Undergraduate teaching in Nursing (classrooms, labs, health institutions), analyzes the dynamics of these relationships in the context of this Course. Based on these observations, using the adapted analyzing tool of Paim, Prado and Rios, two main categories were identified, being denominated "game of forces" and "establishing pedagogical relationship". The indicators that manifested the corresponding actions to the constituting elements of the intersectional space were based on these two categories. The spaces of freedom in this study were identified by the presence of what is categorized as the establishing pedagogical relationship, or the openings, breakings and new procedures present in the intersectional space. The analysis of these data verified that theses spaces grow in proportion to the development of the Course (in the latter phases), even though being perceived with less intensity in the first phases of the Course, once in these phases the presence of established forces was stronger. There is unsteadiness between the established programs and curiosity, reaffirming that the educational process must be changed: it cannot be a mere act of transmission and deposit, but a cognoscent act between subjects (teacher and student), in a dialogical relationship. In other words, it should be mediated through language, relationships, emotions and by cognizable objects: the development of these professionals must stimulate the articulation of critical-creative thinking in order for them to be attentive to what is not established. The establishing pedagogical relationship also represents a commitment to transformation of health practices. Therefore, to develop a critical-creative professional in Nursing, it is necessary to build action technologies of live work and also of management of this pedagogical labor that provoke noise opening new holes and possible escape lines in the work processes established in the academic environments that alone should be spaces of freedom.

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