CONCEPÇÃO PEDAGÓGICA DO CURSO DE ENFERMAGEM DO CENTRO DE PINHEIRO DA UNIVERSIDADE FEDERAL DO MARANHÃO: UMA ANÁLISE CONTEXTUALIZADA

Abstract

This study aims to analyze the pedagogical conception of the undergraduate nursing course at the Pinheiro Center of the Federal University of Maranhão. It is an exploratory study, grounded in the theoretical-methodological framework of historicaldialectical materialism and critical-historical pedagogy. Its objective is to analyze the theoretical-pedagogical conception underlying the nursing course at the Pinheiro Center of the Federal University of Maranhão, seeking to understand its historical determinants and intentionality. Thus, the study seeks to trace the origins of nursing education, explicating the epistemological matrix engendered by the transformations of the capitalist production regime, pointing out the contradictions involved in a theoretical-pedagogical conception as a dimension of the social production of existence, which emerges and develops within a specific mode of production and, therefore, must be placed and analyzed in the historical and contradictory movement that arises from social antagonisms. The analyses conducted through historicaldialectical materialism and critical-historical pedagogy indicate the presence of the problematization methodology with the active method of Maguerez's arc as the pedagogical conception underpinning the pedagogical project of the nursing course at the Pinheiro Center/UFMA, situated within the wave of hegemonic pedagogies and methodologies emerging at the end of the century in opposition to traditional teaching and carrying the trend of innovation, revitalizing the new school motto of "learning to learn," whose fundamental core summarizes a teaching conception centered on student experiences, with the teacher as a facilitator of knowledge constructed by the student themselves through command actions, characterizing an adaptive formation based on the production of competencies and skills that enable the student to navigate complex situations and problems demanded by the capitalist productive system. Thus, in this pedagogical approach, the role of the teacher is secondary, their knowledge is not taken into account, as what matters is developing competencies and skills as facilitators of knowledge construction, in which scientific knowledge not directly linked to the context of professional practice is also secondary. In this direction, this thesis constitutes an effort to demonstrate more critical approaches to analyzing the epistemological matrices that underlie the problematization methodology with the arc, configuring a "pedagogical syncretism" in the orientation of the formative processes of nurses. A critical perspective is presented in an attempt to combat these voids in the mode of producing reality, both in the formation of nursing teachers and in the formation of nurses. A theoreticalpedagogical conception for nursing education is defended, one that goes beyond the formation of adaptive dispositions in individuals, but instead, produces in nursing students, in their singularity, the humanity that is historically and collectively produced by the totality of mankind, with the possibility of combining technical competence and political commitment, as well as advocating for the formation of nursing teachers from this perspective.