Formação e currículo nos cursos de Enfermagem da Uneb: por uma pedagogia da corporeidade

Abstract

Research into the body is very present in Western culture. The developments of this theme developed a lot in the 20th century, and in recent years they have been very recurrent, in philosophy, anthropology, education, etc. In 20th century philosophy, based on the studies of Merleau-Ponty and his notion of the body itself, the study of the body was configured as corporeality. This notion rejects the idea of the body reduced to the organismo (biological), as a passive entity, which positions itself as informing consciousness about perceptions arising from external reality, thus separating the world and consciousness from the world. The health area has the body as its object of study and care, and has been criticized, as it still seems to maintain a commitment to the biophysiological vision, which led us to analyze the official documents of the nursing course at the University of State of Bahia – UNEB, and problematize the following questions: i) Admitting that the theme of corporeality is relevant to training, how is this theme present, distributed in the curricular matrices of Nursing courses? ii) How is the sense of body and its possibilities established as a concept of corporeality in nursing training? iii) Is the view of the biophysiological model maintained in the curricular subjects? In this sense, does nursing training lead to a practice of care, maintaining or refuting this vision? Does it question, problematize, or not consider it relevant? The research will be conducted, based on the analysis of the Course Pedagogical Plans – PPC and the curricular matrices of the Bachelor of Nursing courses at the University of State of Bahia – UNEB, with the objective of listing which senses of body/corporeality are present or absent and , also, analyze the National Curricular Guidelines – DCN, of the course, and, if, in this document, there is any guidance on the approach to issues linked to discussions about corporeality, which problematizes rationalist based scientific paradigms. The methodology used was the case study, and content analysis and discourse analysis were used for inference and interpretation of data, in addition to the application of the IRAMUTEQ software, to guide the analyzes carried out on the documents. The results obtained from the analysis of the documentation reveal that discussions about corporeality and its epistemological implications are not yet present in the Pedagogical Project of the Course - PPC. It is noteworthy that the approach to the body identified in these documents was biophysiological in nature. Only one of the three courses addressed the relationship between body and culture. The DCN also did not highlight discussions about corporeality, which directly impacts the epistemological assumptions that will support the structure to be adopted by health models. It is therefore admitted that the training and curricular construction of the course does not require an approach that involves a “pedagogy of corporeality”, since today's discussion is already very broad regarding the paradigmatic changes that impact on epistemology, where the condition of the individual is considered primordial for ellaborating about the very possibility of knowledge.