<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2184-7770</journal-id>
<journal-title><![CDATA[New Trends in Qualitative Research]]></journal-title>
<abbrev-journal-title><![CDATA[NTQR]]></abbrev-journal-title>
<issn>2184-7770</issn>
<publisher>
<publisher-name><![CDATA[Ludomedia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2184-77702021000300218</article-id>
<article-id pub-id-type="doi">10.36367/ntqr.8.2021.218-225</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Articulação teórico-prática na formação do enfermeiro]]></article-title>
<article-title xml:lang="en"><![CDATA[Theoretical-Practical Articulation in the Training of Nurses]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Peres]]></surname>
<given-names><![CDATA[Cássia Regina Fernandes Biffe]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Tonhom]]></surname>
<given-names><![CDATA[Sílvia Franco da Rocha]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Otani]]></surname>
<given-names><![CDATA[Márcia Aparecida Padovan]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Biffe]]></surname>
<given-names><![CDATA[Carina Rejane Fernandes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Marin]]></surname>
<given-names><![CDATA[Maria José Sanches]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Faculdade de Medicina de Marília Curso de Medicina Fundação Educacional do Município de Assis ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Faculdade de Medicina de Marília,  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Grupo de Vigilância Epidemiológica da Secretaria de Estado da Saúde de São Paulo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>20</day>
<month>06</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>20</day>
<month>06</month>
<year>2021</year>
</pub-date>
<volume>8</volume>
<fpage>218</fpage>
<lpage>225</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_arttext&amp;pid=S2184-77702021000300218&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_abstract&amp;pid=S2184-77702021000300218&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_pdf&amp;pid=S2184-77702021000300218&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Introdução: historicamente, as ações de saúde pautaram-se no cuidado biológico, fragmentado, hospitalar e especializado. A formação do enfermeiro manteve a premissa de que a teoria deve anteceder a prática, com currículos organizados por disciplinas. No entanto, essa organização curricular vem sendo questionada. As Diretrizes Curriculares Nacionais, apontam para a necessidade da formação por competência, integralidade do cuidado, olhar ampliado do processo saúde-doença e da capacidade de atender as necessidades da população. Nesse sentindo, as Instituições de Ensino devem aproximar os estudantes ao mundo do trabalho, buscando superar o desafio de articular teoria e prática. Para essa compreensão, partiu-se da pergunta: como se dá a articulação teórico- prática na graduação em enfermagem? Objetivo: analisar como está ocorrendo a articulação teórico-prática na formação do enfermeiro no estado de São Paulo-Brasil. Método: estudo qualitativo fundamentado na hermenêutica-dialética, que analisou entrevistas de 21 professores de seis cursos de enfermagem. Resultados: observou-se, por um lado, aspectos que comprometem a articulação teórico-prática, como a organização curricular por disciplinas, a falta de definição dos conteúdos básicos necessários à formação do enfermeiro e a dicotomia entre ciclo básico e profissional. Em contrapartida, evidenciou-se um caminhar para efetivar essa articulação constatado pelo reconhecimento da importância do planejamento curricular conjunto e por iniciativas de currículo integrado, com construção do conhecimento a partir do mundo do trabalho. Conclusões: a articulação teórico-prática representa grande desafio na formação do enfermeiro. Seu enfrentamento pressupõe mudanças paradigmáticas nos currículos e, consequentemente, na forma de pensar e agir dos atores envolvidos no processo de ensino-aprendizagem, visando à praxis.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: Introduction: historically, health actions were guided by biological, fragmented, hospital and specialized care. The training of nurses maintained the premise that theory must precede practice, with curricula organized by disciplines. However, this curricular organization has been questioned. The National Curriculum Guidelines point to the need for training by competence, comprehensive care, an expanded look at the health- disease process and the ability to meet the needs of the population. In this sense, Teaching Institutions must bring students closer to the world of work, seeking to overcome the challenge of articulating theory with practice. For this understanding, we started with the question: how does the theoretical-practical articulation take place in undergraduate nursing? Goal: to analyze how the theoretical-practical articulation is taking place in the training of nurses in the state of São Paulo-Brazil; Method: qualitative study based on hermeneutics-dialectics, which analyzed interviews of 21 teachers from six nursing courses. Result: it was observed, on the one hand, aspects that compromise the theoretical-practical articulation, such as the curricular organization by subjects, the lack of definition of the basic contents necessary for the training of nurses and the dichotomy between basic and professional cycle. On the other hand, it was evident that there was a path to achieve this articulation, as evidenced by the recognition of the importance of joint curricular planning and by integrated curriculum initiatives, with the construction of knowledge from the world of work. Conclusions: the theoretical- practical articulation represents a great challenge in the training of nurses. Their confrontation presupposes paradigmatic changes in the curricula and, consequently, in the way of thinking and acting of the actors involved in the teaching-learning process, aiming at praxis.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação em Enfermagem]]></kwd>
<kwd lng="pt"><![CDATA[Currículo]]></kwd>
<kwd lng="pt"><![CDATA[Prática Profissional]]></kwd>
<kwd lng="pt"><![CDATA[Competência Profissional.]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[Nursing]]></kwd>
<kwd lng="en"><![CDATA[Curriculum]]></kwd>
<kwd lng="en"><![CDATA[Professional Practice]]></kwd>
<kwd lng="en"><![CDATA[Professional Competence.]]></kwd>
</kwd-group>
</article-meta>
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