da Fonseca R M, Bertolozzi M R, Chiesa A M, Greco R M, Egry E Y, Oliveira M A
Rev Esc Enferm USP. 1992 Dec;26(3):419-26. doi: 10.1590/0080-6234199202600300419.
This paper describes the development of a teaching-learning process (TLP) guided by presuppositions such as: historicity, participation and horizon. This process has been developed by the Community and Preventive Nursing Discipline of the School of Nursing of São Paulo University, and its objectives, methods and strategies are described here. It is articulated to the Assistance-Teaching Integration Project involving the School of Nursing and São Paulo Mayorality. This process has been a valuable experience for both teachers and students, and it has also enabled a real approach with the Health Unit personnel.
本文描述了一种由诸如历史性、参与性和视野等预设所引导的教学过程（TLP）的发展情况。该过程由圣保罗大学护理学院的社区与预防护理学科开发，此处介绍了其目标、方法和策略。它与涉及护理学院和圣保罗市政府的辅助教学整合项目相关联。这一过程对教师和学生而言都是一次宝贵的经历，同时也促成了与卫生单位人员的实际接触。
