ABSTRACT
Objective:
to identify the elements of the pedagogical relationship in practical-reflexive teaching that characterize the teaching of integrality.
Method:
a qualitative research using a case study. Data collection took place between May 2013 and September 2014, with eight faculty members from the integrating axis of the last four semesters of a nursing undergraduate course. Triangulation techniques for data collection, documentary analysis, non-participant observation and individual interviews were used. Data analysis was guided by Minayo’s operative proposal.
Results:
the pedagogical relationship in nursing undergraduate course is based on elements that enhance the teaching of integrality, bringing context examples of practice to education, connecting what was seen in theory with that is found in health services and providing a reflection process for the student and teacher.
Conclusion:
the elements of the pedagogical relationship in the practical-reflexive teaching that characterize the learning from the integrality principle during nurse education are related to the theory and practice connection, the development of professional artistic talent and to the reflection process on and about the action. The pedagogical relationship in the course assists in the education of professionals who are able to competently act in uncertain and conflicting situations found in the health services.
DESCRIPTORS:
Nursing; Education, higher; Integrality in health; Faculty; Students