Débora Rodrigues Vaz1, Cláudia Prado2. 1. School of Nursing, University of São Paulo, São Paulo, SP, Brazil. 2. Department of Professional Counseling, School of Nursing, University of São Paulo, São Paulo, SP, Brazil.
Abstract
OBJECTIVE: Analyzing the narratives related to the pedagogical practice experienced during the Supervised Curricular Internship reported in the portfolios of Nursing undergraduate students, regarding the levels of reflection. METHOD: This is a documentary descriptive exploratory study that examined two of the activities proposed for the portfolio preparation. RESULTS: Among the 28 analyzed portfolios, all showed the three levels of reflection (technical, critical and metacritical). CONCLUSION: The students had the opportunity to experience the pedagogical practice and presented reflections at metacritical level, reflecting on their performance, the construction of their teaching identity, and about the importance of reflecting on the practice with the objective of transforming it and transforming themselves.
OBJECTIVE: Analyzing the narratives related to the pedagogical practice experienced during the Supervised Curricular Internship reported in the portfolios of Nursing undergraduate students, regarding the levels of reflection. METHOD: This is a documentary descriptive exploratory study that examined two of the activities proposed for the portfolio preparation. RESULTS: Among the 28 analyzed portfolios, all showed the three levels of reflection (technical, critical and metacritical). CONCLUSION: The students had the opportunity to experience the pedagogical practice and presented reflections at metacritical level, reflecting on their performance, the construction of their teaching identity, and about the importance of reflecting on the practice with the objective of transforming it and transforming themselves.