Cárdenas-Becerril L, Silveira KS

Language: Spanish
References: 13
Page: 317-328
PDF size: 372.70 Kb.

ABSTRACT

Introduction: We live in a world of uncertainty; but education is the orienting reference as it favors know-ledge, experience, and the maturation of persons. Towards the perspective of uncertainty, we could ques-tion ourselves on: How are we living? With what degree do I recognize myself in the uncertainty? How this principle has an influence on education and nursing?
Objective: Based on Paulo Freire’s problematizing pedagogy, to reflect on nursing teaching by using his proposed method.
Development: Paulo Freire was a man linked to his social and cultural reality who devoted his life to tea-ching poor people from what they knew. His method translates the importance of a horizontal peda-gogic practice which promotes the autonomy of subjects while making them capable of making their own decisions to transform their reality. This transforming practice leads persons to consciousness and liberation. His method also highlights that education should have its contents, methods, and programs adjusted so that the individuals can reach a condition of subjects, acknowledging themselves as persons to transform the world by establishing relations of cultural and historical reciprocity.
Conclusion: Nursing teaching, both in Mexico and in Brazil, could re-take the pedagogy proposed by Freire, this with the intention of forming professionals with discipline related knowledge, all within a responsibility, social commitment, and citizenship frame.

REFERENCES

1. Volz J, Prates V. Live Uncertainty. Artistic and Pedagogic Processes in the 32nd ed. Bienal São PauloConferencia; 2016.

2. García-Hernández ML, Arana-Gómez B, Cárdenas-Becerril L, et al. Cuidados de la salud: paradigmadel personal de enfermería en México–La reconstrucción del camino. Esc Anna Nery Rev Enferm.2009; 13(2): 287-96.

3. Reibnitz KS, Horr L, Souza ML. As políticas de educação e saúde e a Enfermagem. Florianópolis:UFSC, CCS, NFR, SPB; 1999.

4. Freire P. Conscientização: teoria e prática da libertação: uma introdução ao pensamento de PauloFreire / Paulo Freire; [tradução de Kátia de Mello e silva; revisão técnica de Benedito Eliseu LeiteCintra]. São Paulo: Cortez & Moraes; 1979.

5. Freire P. Pedagogia da Autonomia: saberes necessários à prática educativa. 43ª ed. São Paulo: Paz eTerra; 2011.

6. Freire P. Educação e mudança. 31a ed. Rio de Janeiro: Paz e Terra; 2008. 79p.

7. Oliveira PC, Carvalho PA. intencionalidade da consciência no processo educativo segundo PauloFreire. Paidéia. 2007; 17(37): 219-30. [consultado 17 julio 2016]. Disponible en:www.scielo.br/paideia

8. Beiselgel CR. Paulo Freire. Recife: Fundação Joaquim Nabuco, Editora Massangana, 2010; 128. il.(Coleção Educadores). [consultado 22 septiembre 2016]. Disponible en: https://bit.ly/2uxRCwP

9. Freire P. Conscientização: teoria e prática da libertação: uma introdução ao pensamento de Freire, P.Pedagogia da indignação: cartas pedagógicas e outros escritos. São Paulo: UNESP; 2000. 63p.

10. Cárdenas-Becerril L. La profesionalización de enfermería en México. Un análisis desde la sociologíade las profesiones, Pomares; 2005.

11. Cárdenas-Becerril L, Monroy-Rojas A, Arana-Gómez B, et al. Importancia del pensamiento reflexivoy crítico en enfermería, Rev Mex Enf Cardiol. 2015; 23(1): 35-41.

12. Coscrato G, Bueno SMV. Postura profissional do enfermeiro à luz de Freire: entrelaces com o SistemaÚnico de Saúde. Sau. & Transf. Soc., 2012; 3(1): 79-84. [consultado 16 octubre 2016]. Disponibleen: https://bit.ly/2uFc7bl

13. Alves E, Oliveira MA de C. (org). Desenvolvimento da competência crítica e reflexiva no contextode um currículo integrado. Londrina: iNESCO; 2014.