A jornada da orientação de estágio: um olhar crítico sobre a construção do conhecimento e a formação no Curso de Enfermagem do CETEP/LNAB.

Abstract

This study discusses the relevance of the articulation between internship supervision and teaching practice in the training process of students in the Nursing Technician course at the Territorial Center for Professional Education of the North Coast and Agreste of Bahia (CETEP/LNAB), in light of the principles of Professional and Technological Education (EPT). Methodologically, this is a qualitative and descriptive research, configured as an autobiographical training memoir, inspired by the assumptions of action research and developed in the context of the specialization in Teaching in Professional and Technological Education. The general objective is to analyze the contribution of the integration between teaching and internship supervision to the comprehensive training of students in the Nursing Technician course at CETEP/LNAB. Specifically, it seeks to discuss the strategies used in monitoring practical activities for the development of professional skills and competencies, as well as to understand the challenges of the relationship between theory and practice in professional education. The reflections developed revealed that the fragility in the integration between classroom teaching and supervised internships compromises the construction of meaningful learning and limits the development of student autonomy and critical thinking. Furthermore, it was identified that the lack of didactic-pedagogical preparation of many professionals working in preceptorship constitutes a challenge for the consolidation of integrated educational practices. As a possibility for addressing this problem, the study proposes pedagogical strategies based on active methodologies, continuous qualification of preceptors, use of educational technologies, and strengthening of pedagogical mediation in the internship field. It concludes that supervised internships, when developed critically, reflectively, and articulated with the principles of Vocational and Technological Education (VTE), constitute an important space for knowledge construction and integral human development, contributing to the performance of more autonomous, ethical, and committed technical professionals dedicated to social transformation.