Representações sociais de professores de enfermagem sobre o processo de aprendizagem, enquanto aprendizes e docentes

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DOI:

https://doi.org/10.33871/23594381.2025.23.2.9797

Abstract

 

Abstract: The Theory of Social Representations (TRS) is valuable in research as it reveals how groups interpret and assign meanings to reality. Objective: To analyze how social representations regarding the knowledge and teaching practices of nursing educators from two private institutions are structured. Method: A qualitative study guided by TRS. A probing protocol on learning strategies by Boruchovitch (2009) was used. Data were analyzed using the IRaMuTeQ 0.7 alpha 2 software. Results: The Descending Hierarchical Classification (CHD) method was applied, revealing four classes. Class 1 had the highest social representation with 32.6% of the corpus, Class 4 obtained 25.6%, and Classes 2 and 3 accounted for 20.9% each of the total corpus. The similarity analysis highlighted two central axes: "learning," focused on the thought processes and actions of the teacher as a learner, and "teaching," focused on the knowledge and practices of nursing educators. Peripheral terms related to learning methods used by teachers and teaching possibilities were identified. Conclusion: The social representations suggest that practices utilized by teachers as learners directly influence their choice of teaching methods and approaches in the classroom. Reflecting on how one learns was understood as an exercise in self-analysis and reflection that enhances teaching practice.      

Keywords: nursing education; learning process, learning strategies, self-analysis of learning.

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Author Biographies

Lisiane Goetz, Faculdade Adventista da Amazônia e Universidade do Estado do Pará

Graduada em Fisioterapia pela Universidade Estadual de Goiás (UEG) e Licenciatura em Pedagogia pela Faculdade Prominas. Posssui MBA em Gestão Estratégica em Instituições Educacionais pela Faculdade Adventista do Paraná  (FAP). Mestre em Ensino em Saúde, pela UEPA e estudante de Doutorado do mesmo Programa. É docente na Faculdade Adventista da Amazônia (FAAMA) coordenadora pedagógica da Rede Adventista de Educação na região norte do Brasil.

ORCID: http://orcid.org/0000-0001-8475-8350 E-mail: lisiane.goetz@aluno.uepa.br 

Giselly Zahn Erthal, Universidade do Estado do Pará e Faculdade Adventista da Amazônia

Giselly Zahn Erthal is a PhD student in the Health Education Program at the State University of Pará (UEPA). She holds a Master’s degree in Health Education from UEPA. She has a Bachelor's degree in Psychology (IESPES) and a Teaching Degree in Pedagogy from the State University of Mato Grosso (UNEMAT). She has also completed postgraduate studies in School Management, Clinical and Institutional Psychopedagogy, and Dialectical Behavioral Therapy (DBT). Currently, she works as a clinical psychologist and as a faculty member at the Adventist College of the Amazon (FAAMA).

Fabiano José da Silva Boulhosa, Centro Universitário do Pará - CESUPA

Graduated in Physical Therapy from the University Center of the State of Pará (CESUPA), Specialist in Cardiorespiratory Therapy from the Dante Pazzanese Institute of Cardiology (IDPC), and holds a Master’s degree in Health Management and Services in the Amazon from the Santa Casa de Misericórdia Foundation of Pará (FSCMPA). He has experience in the field of Cardiorespiratory Physical Therapy, with an emphasis on Adult, Pediatric, and Neonatal Intensive Care Units.

Renato da Costa Teixeiral, Universidade do Estado do Pará

Physical therapist, PhD in Education, university professor in the Graduate Program in Health Education in the Amazon at the State University of Pará.

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Published

2025-08-29

Issue

Vol. 23 No. 2 (2025): Ensino & Pesquisa

Section

Artigos

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