Graduação em Enfermagem: um olhar sobre o currículo na perspectiva de gênero

Abstract

This dissertation analyses the curriculum of Nursing, at undergraduate level, taking the gender perspective. Considering the importance of the introduction of the critical lenses of gender studies in the Nursing formative process, as a way of questioning and destabilizing ideological arguments which guarantee the gender division of work, the knowledge relations that sustain the hegemony of cure over care, and the power relations that legitimize the Medicine over Nursing hierarchy, the analysis attempts to answer the following questions: How are gender issues addressed by the Nursing curriculum? Does the curriculum deconstruct or legitimize gender stereotypes? In what perspectives are subjects represented within the curriculum? What kinds of knowledge are valued by the curriculum? What kinds of knowledge are silenced? A qualitative approach and documental analysis were used in order to answer these questions. The data sources were the Nursing undergraduate course pedagogical project (1999), the course outlines (2007, 2008, 2009 e 2010) and the graduation final monographs (2002-2009) from one public institution of higher education. The analysis and interpretation were based on gender studies and cultural studies theoretical concepts, according to which it was possible to assert that the knowledge endorsed by the Nursing curriculum in point predominantly represents a non-critical reproduction of the biomedical hegemonic model in Health, which contributes to legitimize an androcentric formative paradigm. In order to revert such a reproductive route alterations in curricular content and the introduction of critical concepts from the field of gender studies are indicated aiming at contesting and transforming stereotypes that impede the development of Nursing as an autonomous, critical and socially valued occupation.