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Abstract(s)
A tese que se apresenta, remete-nos para desocultar o Modelo de Formação da Escola de Enfermagem de S. Vicente de Paulo, na janela temporal entre 1937 e 2006. Para tal recorreu-se a um quadro conceptual assente, num primeiro tempo, na resenha histórica da Escola no cenário educativo emergente para, num segundo tempo, se abordar aquele contexto escolar entre a sua origem e a transmissão para um espaço educativo mais amplo. Recorreu-se ainda aos modelos de formação numa perspetiva evolutiva e numa linha de formação de adultos onde nos revemos, particularmente, nos modos de trabalho de Marcel Lesne e nos três modelos teóricos de Gilles Ferry. Neste quadro conceptual abordou-se ainda a formação formal em enfermagem, norteada pelas principais reformas educativas, antes e depois da entrada do curso de enfermagem no sistema educativo nacional e toda a influência que adveio da mesma para o ensino e para a profissão de enfermagem. Metodologicamente privilegiou-se o estudo de caso histórico organizacional onde a questão central e os objetivos da pesquisa desenharam uma investigação com uma abordagem qualitativa, descritiva de perfil socio-histórico. Com recurso à técnica da entrevista semi-estruturada e da análise dos discursos dos sujeitos da investigação, antigos alunos e professores, fizemos emergir daqueles elementos significativos, o resgate de uma história com a finalidade de, em triangulação com elementos contextuais do acervo documental e fotográfico museológico da Escola, se chegar ao conhecimento do modelo de formação em uso durante a existência daquela instituição educativa. Os principais resultados, que suportam o “Modelo de Formação” apontam para um ensino centrado no aluno, fortemente alicerçado em princípios filosóficos de cariz humanista cristã, que primam pela qualidade impressa no rigor, na formação humana e na transmissão de valores. Destaca-se ainda a dinâmica da relação pedagógica dos sujeitos envolvidos na formação, identificados como percursores e construtores identitários de referência na proximidade em contexto. Concorrem para o modelo de formação a ancoragem no referencial da pedagogia e orientação didática, o desenvolvimento dos planos curriculares na direção de um agir centrado no cuidado holístico e nos valores, em contextos de desenvolvimento selecionados pela excelência. Conclui-se que da compreensão do “Modelo de formação” emerge a qualidade formativa, transversal a múltiplas correntes de pensamento, com representação social positiva centrado na pessoa humana e de tendência afetiva.
The thesis leads us to unveil the Model of the St. Vincent de Paulo Nursing School, a temporal window between 1937 and 2006. Initially we used a conceptual framework based on the historical review of the school in the emerging educational scenario. Subsequently we addressed the school context between its origin and the transmission to a broader educational space. We resorted to the training models in an evolutionary perspective and an adult training, in line with our environment, and particularly with the work of Marcel Lesne and the three theoretical models of Gilles Ferry. In this conceptual framework we also addressed the formal nursing education, guided by the key education reforms, before and after the nursing became part of the national education system and all the influence this had on the teaching and the nursing profession. Methodologically the study focused on the organizational case history in which the central issue and the research objectives led to a research with a qualitative approach, and with a descriptive socio-historical profile. We opted to use semi-structured interviews and analyzed the speeches of individuals that contributed to the research, old students and professors, who revived a story that together with contextual elements of the photographic and documentary museological collection of the School, led to insight about the training model used during the lifetime of that educational institution. The main results, which support the Training Model, point to a learner-centered teaching, strongly rooted in philosophical principles of Christian humanist nature that excel in quality and derive from rigor, human education and the transmission of values. Another highlight is the dynamics of the pedagogical relationship of the individuals involved in the training, identified as precursors and reference identity builders in close proximity to the context. The training model framework is enhanced by the pedagogical anchoring and didactic orientation of the development of the curriculum, directed towards a performance that is centered on the holistic care and values in the development contexts, selected by excellence. We conclude that the understanding of the Model of education leads to the quality of the training, transversal and a multiple stream of thoughts with a positive social representation centered on the human being and the tendency for affection.
The thesis leads us to unveil the Model of the St. Vincent de Paulo Nursing School, a temporal window between 1937 and 2006. Initially we used a conceptual framework based on the historical review of the school in the emerging educational scenario. Subsequently we addressed the school context between its origin and the transmission to a broader educational space. We resorted to the training models in an evolutionary perspective and an adult training, in line with our environment, and particularly with the work of Marcel Lesne and the three theoretical models of Gilles Ferry. In this conceptual framework we also addressed the formal nursing education, guided by the key education reforms, before and after the nursing became part of the national education system and all the influence this had on the teaching and the nursing profession. Methodologically the study focused on the organizational case history in which the central issue and the research objectives led to a research with a qualitative approach, and with a descriptive socio-historical profile. We opted to use semi-structured interviews and analyzed the speeches of individuals that contributed to the research, old students and professors, who revived a story that together with contextual elements of the photographic and documentary museological collection of the School, led to insight about the training model used during the lifetime of that educational institution. The main results, which support the Training Model, point to a learner-centered teaching, strongly rooted in philosophical principles of Christian humanist nature that excel in quality and derive from rigor, human education and the transmission of values. Another highlight is the dynamics of the pedagogical relationship of the individuals involved in the training, identified as precursors and reference identity builders in close proximity to the context. The training model framework is enhanced by the pedagogical anchoring and didactic orientation of the development of the curriculum, directed towards a performance that is centered on the holistic care and values in the development contexts, selected by excellence. We conclude that the understanding of the Model of education leads to the quality of the training, transversal and a multiple stream of thoughts with a positive social representation centered on the human being and the tendency for affection.
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Keywords
Modelos de formação ESESVP História da enfermagem Training models ESESVP (St. Vincent de Paulo Nursing School) The history of nursing