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ORIGINAL ARTICLE
Let it not be that nursing that asks for silence: participation in social movements and sociopolitical-emancipatory knowledge
Revista Brasileira de Enfermagem. 2022;75(4):e20210630
04-15-2022
Resumo
ORIGINAL ARTICLELet it not be that nursing that asks for silence: participation in social movements and sociopolitical-emancipatory knowledge
Revista Brasileira de Enfermagem. 2022;75(4):e20210630
04-15-2022DOI 10.1590/0034-7167-2021-0630
Visualizações0Ver maisABSTRACT
Objectives:
to analyze the expression of sociopolitical-emancipatory knowledge, based on the participation of women-nurses in social movements, and the implications for nursing care.
Methods:
a research-interference, whose data were obtained from narrative interviews with six women-nurses inserted in social movements and with political representation. Data were submitted to discourse analysis, based on Michel Foucault.
Results:
women-nurses’ social and political involvement is driven by the contexts of life and work, marked by gender inequalities. Ability to criticize oneself, the profession and health policies and practices are presented as expressions of sociopolitical-emancipatory knowledge. Nursing care is conceived as a political practice that, influenced by learning from social movements, must go through a denial of the historically performed form.
Final Considerations:
participation in social movements triggers sociopolitical-emancipatory knowledge, resulting in differentiated care, a way of acting oriented towards reducing inequalities.
Visualizações0
Resumo
ORIGINAL ARTICLELet it not be that nursing that asks for silence: participation in social movements and sociopolitical-emancipatory knowledge
Revista Brasileira de Enfermagem. 2022;75(4):e20210630
04-15-2022DOI 10.1590/0034-7167-2021-0630
Visualizações0Ver maisABSTRACT
Objectives:
to analyze the expression of sociopolitical-emancipatory knowledge, based on the participation of women-nurses in social movements, and the implications for nursing care.
Methods:
a research-interference, whose data were obtained from narrative interviews with six women-nurses inserted in social movements and with political representation. Data were submitted to discourse analysis, based on Michel Foucault.
Results:
women-nurses’ social and political involvement is driven by the contexts of life and work, marked by gender inequalities. Ability to criticize oneself, the profession and health policies and practices are presented as expressions of sociopolitical-emancipatory knowledge. Nursing care is conceived as a political practice that, influenced by learning from social movements, must go through a denial of the historically performed form.
Final Considerations:
participation in social movements triggers sociopolitical-emancipatory knowledge, resulting in differentiated care, a way of acting oriented towards reducing inequalities.
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ORIGINAL ARTICLE
Gender debate as a challenge in nursing training
- Isabela Cristina Nogueira
, - Debora de Souza Santos ,
- Clara Fróes de Oliveira Sanfelice ,
- Eliete Maria Silva ,
- Ana Elisa Spaolonzi Queiroz Assis
08-16-2021
Resumo
ORIGINAL ARTICLEGender debate as a challenge in nursing training
Revista Brasileira de Enfermagem. 2021;74(5):e20201001
08-16-2021DOI 10.1590/0034-7167-2020-1001
- Isabela Cristina Nogueira ,
- Debora de Souza Santos ,
- Clara Fróes de Oliveira Sanfelice ,
- Eliete Maria Silva ,
- Ana Elisa Spaolonzi Queiroz Assis
Visualizações0Ver maisABSTRACT
Objectives:
to understand the challenges of introducing gender debate in nursing training from undergraduate students’ perspective.
Methods:
a qualitative, exploratory-explanatory study. Data were collected through a semi-structured interview applied to 12 undergraduate nursing students at a public university in São Paulo. For data treatment and analysis, the Discourse of the Collective Subject was used in light of Boaventura de Sousa Santos’ knowledge production paradigm theoretical framework.
Results:
nursing education remains centered on the traditional scientific model, neglecting gender and strengthening stereotypes aimed at the feminization of the profession.
Final Considerations:
nursing training has a challenge of implementing actions that deepen the gender theme. Therefore, some strategies are suggested, such as improving professor training and appropriating emancipatory pedagogical practices; reviewing pedagogical political projects; curriculum theorization and restructuring; problematizing gender issues for nursing leadership.
Visualizações0Resumo
ORIGINAL ARTICLEGender debate as a challenge in nursing training
Revista Brasileira de Enfermagem. 2021;74(5):e20201001
08-16-2021DOI 10.1590/0034-7167-2020-1001
- Isabela Cristina Nogueira ,
- Debora de Souza Santos ,
- Clara Fróes de Oliveira Sanfelice ,
- Eliete Maria Silva ,
- Ana Elisa Spaolonzi Queiroz Assis
Visualizações0Ver maisABSTRACT
Objectives:
to understand the challenges of introducing gender debate in nursing training from undergraduate students’ perspective.
Methods:
a qualitative, exploratory-explanatory study. Data were collected through a semi-structured interview applied to 12 undergraduate nursing students at a public university in São Paulo. For data treatment and analysis, the Discourse of the Collective Subject was used in light of Boaventura de Sousa Santos’ knowledge production paradigm theoretical framework.
Results:
nursing education remains centered on the traditional scientific model, neglecting gender and strengthening stereotypes aimed at the feminization of the profession.
Final Considerations:
nursing training has a challenge of implementing actions that deepen the gender theme. Therefore, some strategies are suggested, such as improving professor training and appropriating emancipatory pedagogical practices; reviewing pedagogical political projects; curriculum theorization and restructuring; problematizing gender issues for nursing leadership.
- Isabela Cristina Nogueira
Gender Equity Archives - Revista Brasileira de Enfermagem
