Licenciatura em enfermagem: uma análise do processo de implementação nas universidades públicas estaduais

Abstract

The general objective of this thesis was to analyze the process of implementation of the Nursing Degree in the state public universities of Brazil, based on the Curricular Guidelines for Nursing Undergraduate Courses, 2001 and 2002, respectively. Initially, the bibliographical review was carried out from theses, dissertations, scientific articles, chapters of books and books, as well as the documentary study of the normative and regulatory frameworks of higher education policy, documents of the Brazilian Nursing Association and of the Federal Nursing Council. The analysis of the documents demonstrated the State's purpose in improving the quality of the offered education, from the curricula of the undergraduate courses. To this end, the State based its actions on norms and regulations, from the perspective of the evaluation to the constitution of the quality of education offered, triggering, among other issues, the separation of the offer of academic degrees of baccalaureate and degree. However, the literature and documents indicate that from the outset the training of the licensed nurse develops from the association between the Licenciatura and the Bachelor of Nursing, having as a background the discussion about the profile of the educator of this professional, whether at the level individual or collective. In a second moment, documentary analysis of the curricular matrices of nine undergraduate courses in Nursing offered by State Public Universities was carried out. It was verified that the courses have been maintaining the associated curricular organization between the degrees, regardless of the separation guidelines coming from the MEC. It is inferred that this conception is supported by the historical construction of the courses, which was constituted through the associated offer of degrees in the training of licensed nurses. It was highlighted the predominance of practical elements in the curricular organization, from the practice as a curricular component and the fractional realization of the curricular supervised undergraduate internship. It was observed that, in the beginning, the internship is directed to the health education activities in primary schools and, later, it concentrates in the secondary vocational technical education schools, addressing, in this sense, the different possibilities of insertion of the licensed nurse. In a third moment, semi-structured interviews were conducted with the educational managers of the undergraduate Nursing courses, regarding the implementation of the courses, being treated based on content analysis. The results evidenced that the association of undergraduate and graduate degrees in the training of licensed nurses was historically constructed by the courses, from the perspective of the nurse educator, who works in different formal and informal educational spaces, developing educational activities directed at individuals and groups, in addition to of permanent education with the nursing team. It was observed that the policy of teacher training did not consider the context of insertion of the bureaucrats of the street of the courses of Degree in Nursing, disregarding the particularities in the training of teachers for the teaching of nursing assistants and technicians, as well as the reinterpretations that micro-implementers need to make education policies in education and health. In this sense, it was highlighted the concern of the educational managers regarding the association and the contemplation of the guidelines for the formation of teachers, as well as the guidelines for the formation of nurses. However, it is worth emphasizing the cohesion of the microimplementers related to the Nursing Undergraduate courses in order to maintain the associated offer of the Undergraduate and Nursing Bachelor.