A história da licenciatura em enfermagem na Universidade de Caxias do Sul: um olhar para as práticas docentes (1974-2001)

Abstract

This project is part of the Post-Graduation Programme in Education of the University of Caxias do Sul (UCS), Brazil, in the History and Philosophy of Education area. The purpose of this research was to analyze the teaching practices in the training of nurses at UCS, between the years 1974 - 2001, based on the educational policies of the institutional and regional contexts. In Brazil, the Nursing Licentiate Course was created by Decree No. 837/68, which originated the Decree by the Ministry of Education and Culture (MEC) No. 13/69, which granted the title of educators for nurses, to help training more high-school level healthcare workers (nursing auxiliaries and technicians). At the University of Caxias do Sul Foundation (FUCS), the Nursing Licentiate course was created on May 5, 1974, through Resolution No. 1.074 of the FUCS Council of Teaching, Research and Extension, and recognized through of Ordinance No. 90, of January 21, 1980. The research conduction was of qualitative nature, anchored by the precepts of Cultural History, based on Pesavento (2014) and Chartier (1990; 1991). For the construction of the History of School Disciplines, Chervel (1990) and Viñao (2008) were used as references. The methodological option was based on Oral History, as it allows the researcher and the interviewees to (re)signify the subjectivity found in every word, as defended by scholars such as Alberti (2013), Portelli (2016), and Meihy and Barbosa (2019). The empiric corpus is made of document sources obtained at the UCS Institute of Historical and Cultural Memory (IMHC). The interviews with licensees totaled ten and were based on a previously defined script. From the interviews, categories and subcategories were established, which were analyzed from the perspective of Content Analysis, as proposed by Roque Moraes (1999; 2003). Three of them stood out with greater relevance in the speeches, due to contributions and knowledge arising from the degree; disciplines and methodologies used in the classroom; and the degree as professional registration permission according to MEC, a "teacher's card". The theoretical foundation for the categories was based on Tardif (2014) and Tardif and Lessard (2014), with an explanation of professional knowledge and teaching practices; Anastasiou and Alves (2015), with assumptions for work strategies in the classroom, Nóvoa (1995; 1999; 2009; 2011), with the concepts of teacher learning and teachers' professional development. The study allowed for the discussion of the historical foundations of the training of nursing professionals in higher education, in addition to the explanation and analysis of the objectives and proposals of the political-pedagogical projects. Thus, the research allowed the understanding that nursing has had, since the beginning of its creation as a profession, the aspect of being a practical tool, but always linked to issues related to education. Thus, it is understood that it was possible to contemplate the initial proposal of the research, because in addition to access to documentary sources, there was a considerable effort by the researcher to build a possible narrative about the history of the Nursing Degree course at UCS, through the memories of people who experienced that educational context. [resumo fornecido pelo autor]