Formative Weavings of Lived Teaching Knowledge and Reverbs of the Dichotomy Between Natural Sciences and Human Sciences in a Nursing Program at a Public University in the State of Bahia

Abstract

The relation about the educational institution coupled with epistemology is complex. The scientific constitution still guides, in certain ways, the curricular development and the pedagogical formation. This ensures that the epistemologies adopted in curricula don't stay strict to the academic community, reaching schools and extra-schools settings. Despite the distance that separates us from the community, contemporary times seems to keep the epistemology foundations, rooted in the glorification of cognition and its inherent dichotomy, opening spaces for criticism. In effort to present ways or overcome the crisis, by pointing out other ways of creating and thinking the encounters and dissonances of the human being in the world, as well curricular creations and their epistemological foundations. The present study aims to examine the political-pedagogical project (PPP) of a nursing degree program at a public institution in Bahia, investigating the formative processes emerging within the Formative Weavings of Teaching Knowledge of the curriculum under analysis in its official dimension. The methodology was based on case studies and document analysis. The study drew on lexical data analysis software, IRAMUTEQ, to support the data analysis process. It was observed that the curriculum is organized around thematic axes that clearly delineate humanistic formation and natural science courses, perpetuating a significant portion of the dualism inherent in the project of modernity.