Abstract
OBJECTIVE: to describe the perception of lecturers and undergraduate nursing students regarding the dialogic experience in the informal spaces and its relationship with training in health. METHOD: experiential descriptions were collected in the context of a public university in the non-metropolitan region of the state of Bahia, Brazil, using open interviews. These descriptions were analyzed according to the principles of the phenomenology of Maurice Merleau-Ponty. RESULTS: it was revealed that the informal spaces contribute significantly to the construction of knowledge and professional training strengthening teaching and promoting the re-signification of the subjects' experience. CONCLUSION: it is evidenced that the dialogic experience has relevancy for rethinking the teaching-learning process in the university, such that the informal spaces should be included and valued as producers of meanings for the personal and academic life of lecturers and students, with the ability to re-signify existence.
Highlights
The study emerged from the perception that the dialogue in the informal spaces needs to be recognized in the university context as an opportunity for the production of knowledges which contribute to the professional’s training in health, and, especially, in nursing, both in relation to the development of personal competency in the affective domain, emotional intelligence, and intersubjective and humanitarian relationships, and in relation to technical and professional competency, as it favors the articulation of theoretical/ scientific knowledge with routine experiences, with a view to the construction of skills for the planning and carrying out of effective practical actions in accordance with the emerging social demands
The students were selected in the following way: presentation of the research project to the Nursing groups from the sixth semester onwards, considering that from this point onwards they already have more experience of participation and coexistence in the informal spaces in the university context and, through this, are better able to describe the dialogic experience related to academic training; invitation to participate in the study; and the random selection of 10 students among those who accepted the invitation, considering the inclusion of the sixth to ninth semesters of the undergraduate course
The dialogic experience is essential in the relationship with the similar and in the creation of contexts of intersubjectivity – characteristic aspects of the informal spaces – as when people come www.eerp.usp.br/rlae together without a defined purpose, the dialogue flows spontaneously, and thoughts articulated in the conversations in the routine experiences are converted into existential meanings
Summary
The study emerged from the perception that the dialogue in the informal spaces needs to be recognized in the university context as an opportunity for the (re) production of knowledges which contribute to the professional’s training in health, and, especially, in nursing, both in relation to the development of personal competency in the affective domain, emotional intelligence, and intersubjective and humanitarian relationships, and in relation to technical and professional competency, as it favors the articulation of theoretical/ scientific knowledge with routine experiences, with a view to the construction of skills for the planning and carrying out of effective practical actions in accordance with the emerging social demands.In this study, the informal space is understood as all the spaces of the university context, including the university campus and its surroundings, in which the educators and those receiving education come together without the specific aim of developing knowledges in a systematic way, for example, canteens, patio areas, benches distributed around the campus, stairways, luncheonettes, bakeries, bars near the campus, as well as spaces which are recognized as set aside for formal education, such as the library, laboratories, classrooms and others, so long as they are used for informal conversations.Learning in the informal spaces goes beyond the limits proposed by formal, technicist and instrumentalist education, disassociated from the sociocultural context, and is presented as an innovative mode of learning, which provides an intellectual instrument which is more concrete and closer to the social practices, permeating the action and the reflection, aiming for the construction of the subjects’ citizenship and critical sense[1,2].It is unacceptable that at the current time the person graduating from courses in the healthcare area should be unable to undertake humane care in a contextualized way, in the light of the complexity which engenders it, requiring competencies and skills which promote health in its integrity, which cause them to see the problems and collaborate for their solution, and which value the person as a citizen[3].In our academic experience, the knowledge shared in the informal spaces contributed to the teachinglearning process, principally in relation to the adopting of more critical and reflexive attitudes, to the development of communicational and relational skills, interdisciplinary experience with various areas of knowledge such as education, philosophy, and art, among others, which we can raise in the training, in the professional practice, and in personal life.Based on these experiences, we have come to believe that the personal experiences which involve the routine of the academics need to be capitalised upon by students and lecturers throughout the training, so as to extend the educational settings and value the experience as an enriching and driving force of the pedagogical process in the construction of knowledge. The knowledge shared in the informal spaces contributed to the teachinglearning process, principally in relation to the adopting of more critical and reflexive attitudes, to the development of communicational and relational skills, interdisciplinary experience with various areas of knowledge such as education, philosophy, and art, among others, which we can raise in the training, in the professional practice, and in personal life Based on these experiences, we have come to believe that the personal experiences which involve the routine of the academics need to be capitalised upon by students and lecturers throughout the training, so as to extend the educational settings and value the experience as an enriching and driving force of the pedagogical process in the construction of knowledge
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