Ramos Flávia Regina Souza
Rev Bras Enferm. 2003 Jul-Aug;56(4):340-2. doi: 10.1590/s0034-71672003000400003.
This text dwells on ideas stemming from reflections found in the base article of the debate section about national curricular guidelines, namely, interdisciplinary ideas, ideas of a curriculum taken as a product and producer of culture and identity and the emergence of the notion of competence. As a result of this discussion, it signals that there is no way to deny that learning is coded by discipline and curriculum, that it organizes itself within time and space, and that it becomes a cultural basis for an area of knowledge. Its conclusion suggests that nurses/teachers should ask themselves which abilities they need to acquire as teachers, in order to meet the requirements of this pedagogical praxis.
本文详述了源自辩论部分关于国家课程指南的基础文章中的观点，即跨学科观点、将课程视为文化和身份的产物及生产者的观点以及能力概念的出现。这场讨论的结果表明，无法否认学习是由学科和课程编码的，它在时间和空间中自我组织，并成为一个知识领域的文化基础。其结论表明，护士/教师应该问问自己，作为教师需要获得哪些能力，以满足这种教学实践的要求。
