Narrativa, experiencia y reflexión en la enseñanza de enfermería comunitaria para abordar el tema de familia. Carrera Licenciatura en Enfermería – Facultad de Humanidades, Ciencias Sociales y de la Salud de la Universidad Nacional de Santiago del Estero.
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Universidad Nacional de Santiago del Estero . Facultad de Humanidades, Ciencias Sociales y de la Salud. Revista Científico-Académica YACHAY
Resumen
El trabajo narra y analiza los saberes docentes en la enseñanza del concepto de familia en la asignatura Enfermería Comunitaria 1, desde la perspectiva de Perrenoud (2007). Se explora cómo los docentes integran saberes amplios, académicos, especializados y expertos para abordar la temática de manera crítica e interdisciplinaria. Se realizó una sesión con actividades interactivas, como la representación gráfica de la familia, para conectar el conocimiento previo de los estudiantes con enfoques científicos, mítico-religiosos y de sentido común. Este enfoque fomenta el pensamiento crítico y la autonomía del aprendizaje. La docencia enfrenta el desafío de la diversidad estudiantil, requiriendo estrategias didácticas innovadoras. La narrativa docente permite reflexionar sobre la enseñanza, destacando la importancia de experiencias significativas y la autocrítica. Se concluye que la enseñanza de la familia en enfermería comunitaria debe seguir investigándose desde un enfoque crítico y situado en la realidad sociocultural de los estudiantes.
This paper narrates and analyzes teachers' knowledge in teaching the concept of family in the Community Nursing 1 course, drawing on Perrenoud’s (2007) perspective. It examines how educators integrate broad, academic, specialized, and expert knowledge to approach the topic critically and interdisciplinarily. To connect students’ prior knowledge with scientific, mythical-religious, and common-sense perspectives, an interactive session was conducted, including activities such as the graphic representation of the family. This approach fosters critical thinking and learning autonomy. Teaching in this context faces the challenge of student diversity, which requires innovative strategies. Reflecting on the teaching process through narrative highlights the importance of meaningful experiences and self-criticism. The study concludes that teaching about family in community nursing should continue to be explored from a critical perspective, grounded in students’ sociocultural realities.
This paper narrates and analyzes teachers' knowledge in teaching the concept of family in the Community Nursing 1 course, drawing on Perrenoud’s (2007) perspective. It examines how educators integrate broad, academic, specialized, and expert knowledge to approach the topic critically and interdisciplinarily. To connect students’ prior knowledge with scientific, mythical-religious, and common-sense perspectives, an interactive session was conducted, including activities such as the graphic representation of the family. This approach fosters critical thinking and learning autonomy. Teaching in this context faces the challenge of student diversity, which requires innovative strategies. Reflecting on the teaching process through narrative highlights the importance of meaningful experiences and self-criticism. The study concludes that teaching about family in community nursing should continue to be explored from a critical perspective, grounded in students’ sociocultural realities.
Filiacion del Creador:
Fil: Trejo, Selva Elizabeth: Universidad Nacional de Santiago del Estero. FHCSyS. Argentina.
Palabras clave
Saberes docentes, Enseñanza, Familia, Pensamiento crítico., Teaching knowledge, Teaching, Family, Critical thinking