Abstract
Abstract Aim: To analyze the process of recontextualization of an integrated curriculum of Nursing Undergraduate Program. Method: Qualitative research, of a single case study, developed through documentary analysis, systematic observation and a semi-structured interview with nine teachers. Analysis of data by Critical Discourse Analysis. Results: The process of recontextualizing an integrated curriculum in the contexts of the Policy Cycle reveals that, in the Context of Influence and Textual Production, the curriculum is the result of a bricolage of educational policies, health policies and experiences of other institutions. Conclusion: Fragilities related to the organization of the modular structure and the teacher's close approximation to the Textual Production Context of the curriculum, associated to the training experience, favor the recontextualization of the curricular proposal when it is translated into the Context of Practice. It is necessary to institute strategies that integrate teacher education into their daily lives in curricular policies.
Highlights
In the last decades, transformations experienced by society have been putting education as a condition for access to a Professional training, but as an space to train individuals with skills to adapt themselves to Constant variation on global society
The construction of the curricular proposal and Influence and Textual Production Contexts. On their discursive practices, when dealing with the proposal of the Integrated Curriculum for Nursing Undergraduate Program, social actors elucidate aspects that involved the choice: This integrated curriculum come to substitute the pBL curriculum done by the University in 2007 for medicine and nursing... eh:: the campus is new, it was created by REUNI and EXPANDIR and has as commitment with o MEC to increase the offer of spots in the region we are inserted through implementing courses with innovative eh:: curricula [...] and in 2008 when we arrived they were already done and we had to ONLY put into practice, we didn't participate in the construction, there wasn't space for discussion (P8)
To construct and operate a new curricular proposal, there's the begining of a trajectory for elaborating of the current Undergraduate Nursing curriculum, which was permeated by a collective movement ofconstructing teaching knowledge and experiences associated tointerpretation andsignification of education and health legislations and other institutions' curricula: In 2008 we studied about how it was to build an integrated curriculum, which is the essence of this curriculum [...] We were in touch with laws
Summary
Transformations experienced by society have been putting education as a condition for access to a Professional training, but as an space to train individuals with skills to adapt themselves to Constant variation on global society This brings repercusions to the ways of operating education.[1,2]. The emergence of a new modus operandi for education brings to the fore the international agencies that set guidelines for teaching in the 21st century On these guidelines, it is attributed to education the mission to contribute to the development of the individual and the society and puts on schedule the need of curricular proposals that overcome fragmented teaching and specialization, in order to meet market needs of work and society.[3,4].
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