Maneiras de aprender em enfermagem no contexto da iniciação científica

Abstract

The Institutional Program for Scientific Initiation Scholarships (PIBIC) of the Brazilian Ministry of Education aims to encourage the potential of students who are more identified to the world of knowledge production through its inclusion in research projects during graduation. For these students, the program offers a differentiated monitoring by a master or doctor, whom in addition to guide the students in the search process, insert them in their research groups, in which the experience of the learning process is guided by differentiated teaching practices that are grounded in research process in order to develop their autonomy to know and learn more effectively. It was our assumption that the ways of teaching and the participation in Scientific Initiation (IC) contributed somehow for these students to become more autonomous in their learning process. We have traced as our objective: to analyze the perspective of participating students in IC (between the years 2010 and 2012) and the configuration of their ways of learning in PIBIC which contributed to the development of autonomy in their learning process in nursing. This is a qualitative study, which data were collected through nine semi-structured interviews and two focus groups conducted with PIBIC students (in 2010-2011 and in 2011-2012) at the Faculty of Nursing at the Federal University of Mato Grosso. As results, we have that research groups act as an important base in the learning process of nursing students participating in PIBIC, because in these students are developed different skills like: to relate and interact with peers and professors in a recursive process that deepens knowledge and helps develop writing abilities and also to learn from their own successes and mistakes and from the successes and mistakes of other members of the group as well. The context of learning provided by the numerous experiences developed in Scientific Initiation, as many readings and discussions of texts and theories, the constant process of making and remaking both individually and collectively projects and research reports of all students in the research group, are factors that promote autonomy, in the Morinean understanding of the term, and help in developing new strategies for the learning how to learn process. Another important learning factor is the understanding the error as an opportunity to further attempts to obtain necessary knowledge to perform one more step, and to know that others will come and this constant becoming is a point of convergence that enhances the desire to learn more and do better next time. To have a group that walks together with relatively similar goals, helps each student learn to weave their numerous help networks and understand that those networks point to multiple sources of knowledge and upgrade, which resets the idea of dependence as something that seeks reciprocity of everyone in the group, and being this an important component for the training of individual autonomy, understanding it always within the inter - relationships we set with others.