Learning in the informal spaces and re-signification of the existence of undergraduate students of nursing

Authors

  • Isabel Silva de Jesus Universidade Estadual do Sudoeste da Bahia
  • Edite Lago da Silva Sena Universidade Estadual do Sudoeste da Bahia
  • Luana Machado Andrade Faculdade de Tecnologia e Ciências

DOI:

https://doi.org/10.1590/0104-1169.3265.2474

Abstract

OBJECTIVE: to describe the perception of lecturers and undergraduate nursing students regarding the dialogic experience in the informal spaces and its relationship with training in health. METHOD: experiential descriptions were collected in the context of a public university in the non-metropolitan region of the state of Bahia, Brazil, using open interviews. These descriptions were analyzed according to the principles of the phenomenology of Maurice Merleau-Ponty. RESULTS: it was revealed that the informal spaces contribute significantly to the construction of knowledge and professional training strengthening teaching and promoting the re-signification of the subjects' experience. CONCLUSION: it is evidenced that the dialogic experience has relevancy for rethinking the teaching-learning process in the university, such that the informal spaces should be included and valued as producers of meanings for the personal and academic life of lecturers and students, with the ability to re-signify existence.

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Published

2014-10-01

Issue

Vol. 22 No. 5 (2014)

Section

Original Articles

License

RLAE’s authorship concept is based on the substantial contribution by each of the individuals listed as authors, mainly in terms of conceiving and planning the research project, collecting or analyzing and interpreting data, writing and critical review. Indication of authors’ names under the article title is limited to six. If more, authors are listed on the online submission form under Acknowledgements. The possibility of including more than six authors will only be examined on multicenter studies, considering the explanations presented by the authors.
Including names of authors whose contribution does not fit into the above criteria cannot be justified. Those names can be included in the Acknowledgements section.
 Authors are fully responsible for the concepts disseminated in their manuscripts, which do not necessarily reflect the editors’ and editorial board’s opinion.

 

How to Cite

Learning in the informal spaces and re-signification of the existence of undergraduate students of nursing . (2014). Revista Latino-Americana De Enfermagem, 22(5), 731-738. https://doi.org/10.1590/0104-1169.3265.2474