A formação docente na área de enfermagem: análise a partir das produções acadêmicas stricto sensu na área da educação

Abstract

This dissertation is linked to the "Work, State, and Educational Policies" research line of the PPGE/UEG/UnU Inhumas program and is linked to the research developed by the Network of Researchers on Teachers of the Central-West (REDECENTRO). This is a bibliographic study focusing on teacher training in the field of nursing. Its central focus is to reflect on the historical process of nursing training in Brazil, which ultimately required the training of teachers to work in this academic field, producing different perspectives and understandings about nursing and teaching in Brazil. Therefore, the central research question was organized based on the following problem: What do stricto sensu academic productions (theses and dissertations) in the field of education reveal about teacher training in nursing between 2014 and 2024? The research is based on the dialectical historical materialism method, the research approach is qualitative, and the general objective was to identify the conceptions about teacher training in the field of Nursing present in the stricto sensu academic productions (theses and dissertations) in the field of Education, produced between 2014 and 2024. The specific objectives supported the organization of the research and were defined as follows: to map and characterize the stricto sensu academic productions (theses and dissertations) in the field of Education, from 2014 to 2024, that deal with teacher training in the field of Nursing, identifying the number, temporal distribution, programs of origin and main focuses; to critically analyze the conceptions of Nursing present in these productions, highlighting how the profession is understood within the scope of teacher training; to examine the conceptions of Education mobilized in the selected productions, verifying their theoretical foundations and implications for teaching in Nursing; To interpret the conceptions of nursing teachers and teacher training expressed in the studies analyzed, highlighting limits and possibilities; and to discuss the extent to which these studies contribute (or not) to overcoming the dominant technical rationality, indicating paths toward critical, ethical, and humanizing teacher training. The research relies on the analysis and interpretation of conceptions present in stricto sensu academic works in the field of Education, which deal specifically with nursing teacher training in higher education and its implications for the establishment of a training based on ethics, criticism, and humanization, produced between 2014 and 2024. The analysis considered three categories that contributed to understanding what theses and dissertations reveal about nursing teacher training in Brazil: Conception of Nursing, Conception of Education, and Conception of Teachers and Teacher Training in Nursing. Through theoretical and bibliographical analysis of the conceptions present in the works selected as a sample, we reached important insights. Among them, we highlight that nursing teacher training remains strongly aligned with a concept anchored in technical rationality, centered on practical experience as a structuring axis. Although the analyzed works highlight the fragility of the pedagogical knowledge of teachers entering higher education, they also demonstrate that such training is superficial, fragmented, and insufficient to support critical and humanizing teaching practices. This scenario reinforces the need to rethink the foundations of human development, expanding it beyond the technical-operational domain and incorporating a political-pedagogical perspective that articulates theory and practice in an emancipatory praxis.