Navegando por Autor "Santos, Romilda dos"

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    Entre o técnico e o superior: a educação profissional e tecnológica na construção da identidade profissional em enfermagem
    (2026-02-23) Santos, Romilda dos; Nina, Alex Santiago; http://lattes.cnpq.br/1854863840949256; Sacramento, Rodrigo Quaresma; ttp://lattes.cnpq.br/3458932899615819; Silva, Erick José Gomes da; http://lattes.cnpq.br/4926620156207732
    The present study aims to report two academic experiences in the field of nursing: the first experienced in a technical course carried out in the interior of the country, and the second developed during undergraduate nursing studies in a large capital city. These two trajectories, although distinct in their geographic context, reveal important transformations in the way of studying, especially with regard to access to technology, digital culture, and training practices in the health field. The technical course was completed during a period in which technological resources were limited, and training was based predominantly on face-to-face classes, direct practical activities, and printed materials. The experience of internships in different hospital institutions allowed the student to develop fundamental skills for care, improving the understanding of care routines, professional ethics, and social responsibility in the practice of nursing. This initial stage of training consolidated essential values for work in health and represented a milestone in entering the professional universe. The undergraduate program was carried out in a capital city, where the educational scenario presented an expanded set of possibilities, marked by a more evident presence of educational technologies, emerging digital culture, and diversification of practice fields. The use of virtual platforms, equipped laboratories, and active methodologies enabled more dynamic and critical learning aligned with the contemporary demands of the Unified Health System (SUS). In addition, participation in supervised internships in large hospitals contributed to deepening technical competencies, strengthening autonomy, and broadening the perspective on comprehensive care. The results, supported by the accumulated experiences, demonstrate that nursing education—both technical and higher—requires commitment, responsibility, continuous updating, and the ability to adapt to technological and social changes. It is concluded that vocational and technological education (EPT), articulated with digital culture and innovative pedagogical practices, significantly transforms the way of studying and acting in the health field, promoting critical, well-prepared, and socially committed professionals.