Between teaching and nursing: pedagogical training of nurse-teachers in professional and technological education

Abstract

This article, a development of a master’s thesis, aims to problematize the formative practices of nurse-educators within/for Professional and Technological Education, raising questions related to inclusive pedagogical training. To this end, we draw on French Discourse Analysis (DA) and Foucauldian conceptual tools, with particular attention to discipline and governmentality. The research participants are nurse-educators who work in Professional and Technological Education, specifically in Technical Nursing programs. When analyzing the history of nursing education in Brazil, we observe that the curriculum is primarily oriented toward the technical nature of nursing practice, neglecting the encouragement of pedagogical development, as if such practices were not relevant to the professional performance of nurses. Therefore, it is essential to revisit outdated concepts in the academic training of nurses so that pedagogical knowledge can be integrated into the professional education of nurses. Another important issue concerns inclusive pedagogical practices, which are often overlooked due to the traditional nurse training model. Thus, the analysis of the interviewees’ discourses reveals how nursing education is oriented toward assistance and care, reproducing a neoliberal logic at the expense of inclusive pedagogical practices. This highlights the need to rethink nursing education within the context of Professional and Technological Education in Brazil.