This paper deals with an exploratory study aimed at identifying the theoretical bases that sustain participative planning as described in the framework of Situational Strategic Planning, which are used in the integrated curriculum of undergraduate nursing education for the development of participative planning performance. Data were obtained through documentary analysis of twenty-two notebooks of the Educational Units that are part of the Marília Medical School Nursing Course curriculum, with a view to recognizing those parts of knowledge that contributed to the formation of the social actor, situation and social production concepts. Result analysis recognized the lack of theoretical bases, as well as the predominance of knowledge aims and the description of performance as objectives. However, attempts were revealed to integrate knowledge and approximate them to participative planning, with a view to achieving coherence with the principles of the integrated curriculum.
education, nursing; curriculum; participative planning