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[Political pedagogical project: conception, construction and evaluation in nursing]
Silvia Maria Nóbrega-Therrien1, Maria das Graças da Silva Guerreiro, Thereza Maria Magalhães Moreira
1Universidade Estadual do Ceará, Fortaleza, CE, Brasil. silnth@terra.com.br
Revista Da Escola De Enfermagem Da U S P
|October 23, 2010
Summary
This study explored nursing education's political pedagogical projects (PPPs), finding they guide training for reflective practitioners. While PPPs are collectively developed, their ongoing evaluation and integration of critical-reflexive elements are key concerns.
Area of Science:
- Nursing Education
- Higher Education Pedagogy
- Health Professions Training
Context:
- Nursing education quality is linked to training reflexive practitioners.
- Political Pedagogical Projects (PPPs) guide nursing curricula and market articulation.
- Focus on critical-reflexive approaches in nursing training.
Purpose:
- To understand nursing education through current PPPs.
- To examine the conception, construction, and evaluation of PPPs by nursing course coordinators.
- To assess the inclusion of the reflective subject in PPP development.
Summary:
- Analysis of PPPs from Ceará State (UECE) and Federal (UFC) Universities.
- Interviews with nine nursing course coordinators/former coordinators.
- PPPs are central to educational activities, built through collective, non-permanent efforts.
- Significant attention is given to the critical-reflexive nature of nursing education and PPP evaluation.
Impact:
- Highlights the importance of PPPs in shaping nursing education quality.
- Identifies collective development and ongoing evaluation as crucial for effective PPPs.
- Underscores the need to integrate reflective practice principles into nursing curricula.
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