Abstract
To characterize the didactic and pedagogical training offered in Brazilian stricto sensu Postgraduate Programs in Nursing. Descriptive, documentary research, based on data from 30 postgraduate programs that offer an academic master's degree and a PhD degree. We collected the course projects and teaching plans of the disciplines related to didactic and pedagogical training, accessed through the Sucupira Platform or the institutional website. The variables were analyzed by descriptive statistics, through calculations of relative and absolute frequency. Regarding the lines of research of the programs, it was evidenced that 17.4% (n=20) were related to didactic and pedagogical training, 9.4% (n=3) followed this approach and, regarding compulsory didactic and pedagogical disciplines, it was observed that they were expressed differently in the curricula of masters and PhD courses, since part of the masters courses (56.6%, n=17) and of the PhD courses (76.6%, n=23) did not have this requirement. There should be a Brazilian guideline to promote the didactic and pedagogical training of university professors.
Highlights
During the development and expansion of higher education in Brazil, with the purpose of promoting technological, economic and social development, the postgraduate education was structured
To characterize the didactic and pedagogical training offered in Brazilian stricto sensu Postgraduate Programs in Nursing
Regarding the lines of research of the programs, it was evidenced that 17.4% (n=20) were related to didactic and pedagogical training, 9.4% (n=3) followed this approach and, regarding compulsory didactic and pedagogical disciplines, it was observed that they were expressed differently in the curricula of masters and PhD courses, since part of the masters courses (56.6%, n=17) and of the PhD courses (76.6%, n=23) did not have this requirement
Summary
During the development and expansion of higher education in Brazil, with the purpose of promoting technological, economic and social development, the postgraduate education was structured. The development of the country included organizing and expanding Higher Education Institutions (HEIs), and training people to a high level of education[1]. For this reason, the regulation and definition of Brazilian postgraduate education was approved on Opinion 977/65 of the Federal Council of Education[2]. The second is aimed at stimulating scientific research and delivering qualified training for professors, especially for higher education[1,3]. Stricto sensu education took up the role of training professor/ researchers for the HEIs, which are designed to train people and produce science
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