Abstract
This article aimed to analyze the learner’s acting-learning and the educating-acting of the educators in the teaching-learning movement in an Intermediate Level Technical Course in Nursing promoted by the School of Technical Formation in Health of Brazilian Unified Healht System. The methodology had a qualitative, exploratory, case study approach, anchored in Paulo Freire’s framework. Twelve students and five teachers participated in this study, with data collected from December 2014 to September 2015 through semi-structured interviews, observations recorded in a field diary and document analysis. The use of innovative and problematizing methodologies showed that the dialogue provided the construction and strengthening of bonds, contextualization of the theoretical content based on the territory and the students’ reading of the world in search of a dialogical relation. The formative potential of Freire’s thinking guided reflection on practice in dialogues, with a view to constituting emancipatory educational processes. We conclude that the dialogue provided a close relationship between educators and learners, revealing itself as an idea/force, favoring the sensitive and critical dynamics that permeated and constituted the teaching-learning movement for students in a context of social vulnerability.
teaching-learning movement; vocational education; nursing; dialogue; social vulnerability