The critical-reflexive teaching-learning process

This study aimed at showing how the learning process is being built in the FAMEMA nursing course and identifying the different aspects of this process perceived by students based on the logics of the political-pedagogical project. The subjects of the research were fourth-grade students in the course. Research techniques used were focus groups and a semi-structured interview. Empirical material was organized according to the collective subject discourse technique, followed by the application of content analysis in the thematic modality. In the analysis of empiric material, it was highlighted that learning occurs in a process with successive approaches, throughout life, being graduation the beginning of a process. They experienced things in which they shared knowledge, conflicts, group work and teamwork.

health education; nursing education; problematization methodology; interdisciplinarity