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[Curricular guidelines and pedagogical projects: starting a reflection].

Dagmar Estermann Meyer, Maria Henriqueta Luce Kruse

    Revista Brasileira De Enfermagem
    |January 1, 2004
    PubMed
    Summary
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    This study advocates for shifting nursing education from certainty to doubt, emphasizing critical thinking in Brazilian undergraduate programs. It suggests curricular guidelines should foster adaptable political-pedagogical projects aligned with societal and local needs.

    Area of Science:

    • Nursing Education
    • Higher Education Pedagogy
    • Educational Policy Analysis

    Context:

    • Implementation of current Curricular Guidelines in Brazilian undergraduate Nursing programs.
    • Need for pedagogical reform in response to evolving societal demands.
    • Influence of post-critical educational perspectives.

    Purpose:

    • To provide reflections and subsidies for discussions on implementing new Curricular Guidelines.
    • To propose a shift in focus from certainty to doubt and from prescription to problematization in nursing education.
    • To advocate for flexible political-pedagogical projects within nursing curricula.

    Summary:

    • The reflections propose a pedagogical shift in Brazilian undergraduate Nursing programs, moving from certainty-based instruction to a more critical, doubt-oriented approach.

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  • It is suggested that Curricular Guidelines should support the development of political-pedagogical projects that are responsive to both broad societal and specific local needs.
  • The proposed approach encourages an articulation with societal demands without rigid adherence, fostering adaptability in nursing education.

    • Impact:

    • Potential to enhance critical thinking and problem-solving skills among future nurses in Brazil.
    • Contributes to the development of more relevant and responsive nursing curricula.
    • Informs policy discussions regarding the implementation of educational guidelines in healthcare professions.