A interação professor-aluno no processo de ensino da enfermagem: uma revisão integrativa da literatura

Abstract

The study presented here aimed to: examine the scientific productions that deal with teacherstudent interaction in the teaching-learning process in nursing education in Brazil. Sought as a method to integrative literature is characterized, therefore, as a quantitative, exploratory and descriptive. It was used as a sample of 07 publications a population of 20 selected indexes on the basis of given LILACS (Latin American and Caribbean Literature on Health Sciences) contained in VHL (Virtual Health Library). Were identified during the initial analysis of the sample, the following thematic categories that support the discussion: interaction and confidentiality, interaction and communication, interaction and learning process, interaction and training, interaction and curricular. Reflecting the categories evidenced the importance of the affective bonds for the construction of knowledge, since they are closely linked to the success or failure of learning at any grade level, including in higher education. It is then the teacher a pedagogical action open with the use of a communication covenant and sensitive able to realize the everyday student regarding their personal and sociocultural reality. As a recommendation was reinforced, in most studies, the need to ensure the link between affective interaction and teaching in didactic procedures seeking thereby achieving the goals of the educational projects whose primary purpose is the development of learning.