NATIONAL CURRICULAR LINES OF DIRECTION OF THE NURSING GRADUATION COURSE: A DIALETICAL VISION

Abstract

ABSTRACT: The National Curricular Lines of Direction (DCN) has the goal of driving the Institution of High Education (IES) to the implantation and implementation of the Pedagogical –Political Project (PPP). To understand the DCN, a historical “trip” that can record briefly how the discussion process and elaboration of them took place is necessary. This kind of analysis is necessary to us to understand the “organic totality” of education in nursing in Brazil. The purpose of this study was to analyze the Resolution CNE/ CES nº 3, from November 7th 2001, that creates the National Curricular Lines of Direction in Nursing Graduation Course. This is a descriptive and exploratory study, with delineation of documental research. The data analysis was fundament in the analyses of the thematic contend of BARDIN (1977), in the logical semantic field. It was carried out in a connection of the data with the materialist-dialectical theory. The themes found was: Founded themes: Learning to Learn; Learning to do; Learning to be and Living together. The first of the themes is about the scientific aspect, called by the researchers Learn to Learn. The second was called, Learn to Do. In the third, Learn to Be and Live together, we identify the socio-value aspect. As conclusion, the DCN are purposes that aim to contribute to the debate of the actors of the process teaching learning, providing relevant points to the discussion. However, it shouldn’t become a magical formula that provides all the answers because the historical-social-political-economical-cultural context is the major guide to the reconstruction of PPP. In the area of nursing, the challenge of the social context requires professional competences that implicate new ways of knowing, doing and being of the nurse and his/her team in the health services. So, we must overcome the DCN in the implantation and implementation of PPP, bringing new, creative and critical purposes so that the actors can live the principles of Sistema Único de Saúde (SUS). KEY WORDS: Higher Education Policy; Nursing Education; Nursing education Research