ABSTRACT
Objective:
to analyze political and pedagogical projects of nursing residency to the elderly from Paulo Freire’s perspective.
Method:
a descriptive, exploratory study, qualitative approach using documentary analysis. Data source was pedagogical political projects of nursing residency programs in the health of the elderly. The data were collected between March and May 2017. Data analysis was based on Bardin’s Thematic Analysis. It had as analytical categories specific dimensions of the proposed theoretical framework.
Results:
twelve pedagogical political projects showed that learning dimensions appear in an incipient, fragmented way, demonstrating the reproduction of banking education, disregarding the importance of bringing the student as a subject of learning.
Conclusion:
there is a gap in pedagogical political projects from Paulo Freire’s perspective. It is necessary that regulatory institutions can systematize and encourage so that pedagogical projects of these programs are based on Paulo Freire’s epistemological bases, enabling the so desired holistic training.
Descriptors:
Nursing Education; Internship, Nonmedical; Graduate Education; Inservice Training; Faculty