Tecnologias educativas no processo de ensino - aprendizagem: discurso dos acadêmicos de enfermagem.

Abstract

This study aimed to analyze the discourses of nursing students about educational technologies in the teaching-learning process during the academic training. This is a qualitative research, developed from November 2016 to January 2017, with academics duly enrolled in the disciplines: Supervised Internship I - Basic Attention Network and Supervised Internship II - Hospital Network, during the period 2016.2, at the Federal University of Campina Great, campus Cajazeiras - Paraiba. Data were collected through semi-structured interviews and analyzed through discourse analysis. The research began after the approval of the project by the Research Ethics Committee under opinion nº 1,823,572.In this research, the Educational Technologies were discussed as an innovative method in teaching influenced by the Freireana theory, since it breaks with the traditional model where only the teacher is responsible for the transmission of knowledge. In the speeches of academics there is much that they understand by active methodologies, that is, tools that help the educator to share the content so that the student also feels participatory subject in this process. The most preponderant element is related to the ludic practices, this situation where the games are the most relevant examples to stimulate the learning of the student. There are reports that with the application of educational games through teachers, promotes a sensitizing environment, where "learning by playing" reflects in academics an innovative and challenging motivation to study. It was also noticed that academicians related, through diction and non-said, that the absence of these educational technologies is related to the lack of preparation and lack of knowledge of the teacher, as well as the lack of influence of the management in providing moments of awareness and reflection on the thematic. Thus, the use of educational technologies within academic formation depends on the knowledge and union between teachers, academics and the university itself, since the innovative teaching model is about the dialectic relationship between them, with active methodologies being a possible Path to be covered.