This
document, of a theoretical nature, presents a reflection on dialogic
rationality in nursing instruction, based on the principles that define this
postmodern approach to education. The principles governing the development of
dialogic pedagogy fall within the very epistemology of care, defining the
explicit and implicit relationships
that exist between knowledge and the practice of care. The objective of the document
is:To share a reflection on the
rationality that permeates education in nursing and to present a theoretical
framework for transforming and emancipating teaching practice in nursing. The
conclusions of the document
are: 1)The dialogic orientation of
nursing instruction provides a view of the reality of care that is consistent
with the meaning of nursing practice; 2) It favors the creation of intersubjectivities between teacher and student
that generate development and personal and professional growth that transcend
the educational act to embed themselves in care practice itself and the
relationship with the person being cared for; and 3) It represents a framework for transforming care
practice and the power relationships established through the legitimized discourses.
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