Representações sociais de professores universitários sobre graduandos com formação em nível técnico de enfermagem

Abstract

The research aimed to understand the social representations of Nursing teachers of a private higher education institution, located in the East Zone of São Paulo, about their students of technical formation middle level in Nursing, as well as to offer reflections about teachers training of courses of undergraduate Nursing. To this end, it was performed a qualitative field research. In order to gather information to grasp the representations, the study resorted to the theory of social representations and was based on empirical information obtained through narrative interviews with seven teachers who teach "theoretical" and "practical" subjects. After collecting and transcribing the interviews, the lexicometric processing of the discursive material was performed using the Alceste software. 87% of the material was taken for class composition (Relevance level: Very High) and 13% was rejected. The units classified were divided into 5 groups, considered in this research as categories of meaning and named: (1) Teacher training pathway; (2) Nursing technician skills - relationship between theory and practice; (3) Clinical procedures: limitations of technical training; (4) Good Student vs. Bad Student; (5) Hardworking student. It was possible to infer of the analysis of the classes that the social representations of the teachers about their students with technical education are constructed in confrontation with the representations of the undergraduate student who did not have this education at secondary level. For the teachers interviewed, the egress in nursing and the egress nursing technician have peculiarities that go beyond the level of schooling. The two professional categories have common attributes, but those exclusively related to nurses require a higher body of theoretical-practical scientific knowledge. It means that teachers contrast the theoretical-scientific knowledge learned by undergraduate students with an exclusive knowledge of practice, mastered by Nursing technicians. Theese representations seem to be anchored in the historical constitution of nursing as organized knowledge and profession. By the way, given that there is a dialogic relationship, teacher-student-nursing knowledge, the social representations about the student who has technical training were articulated with those of being a nursing teacher. For the interviewees, the good teacher is the one who is willing to contribute to the articulation between theory and practice during the formation of his students, thus demonstrating a consonance with the Freirean perspective regarding praxis. Although challenging, the teachers brought in their words the ethical commitment to know how to deal with differences, learn from them and make use of them in their strategies for collective knowledge construction, involving students in discussions as active agents of the teaching-learning process.