OBJECTIVE: To understand the pedagogical practices developed in teaching undergraduate courses in nursing, to identify and analyze those that promote processes of subjectification that reinforce the students' desire to learn. METHODS: This was a qualitative research study, of the comparative and field case study type. The study subjects were 44 teachers and 76 students from two undergraduate courses in nursing at Public Federal Universities. The data were collected through interviews and focus groups and analyzed from the perspective of Institutional Analysis. RESULTS: We identified diverse teaching practices, from the most traditional to several considered innovative and, the latter proved to be more prone to subjective processes that provided a more significant and enjoyable learning experience. CONCLUSION: The innovative practices are the result of a combination of factors provoked by doubts about some pedagogical values that are beginning to be considered insufficient by the study subjects who innovate in their pedagogical practices, which has led to qualitative differences in the learning process in nursing.
Nursing; Education, higher; Organizational innovation; Behavior