Abstract
Objective: to analyzing the curriculum changing process of the Nursing School of the Federal University of Pelotas, in course since 2009, on its pedagogical practices. Method: it is a qualitative study carried out with teachers, nurses and students of nursing. The data collection was made through semi-structured interviews, observation and documentation, between October 2013 and March 2014. The analysis was done through Bardin content and the Basil Bernstein sociological theory. Results: In the curriculum, it was observed an attenuation among the categories of the formative process context, such as subjects, spaces and discourses. A more open educative intervention, dialogical, which allows the protagonist exercise in the act of learning, teaching and evaluation. Final considerations: There is an opening on the communication channel among the social actors that built up the curricular scenario.
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