Trajetórias e consolidação do curso superior de enfermagem no município de Pato Branco - PR

Abstract

This dissertation is situated in the field of Higher Education (HE), specifically in the research line of Education and Development of the Programa de Pós-Graduação em Desenvolvimento Regional (PPGDR) at the Universidade Tecnológica Federal do Paraná (UTFPR). The main objective was to analyze the trajectories and consolidation of HE in the Nursing area in the municipality of Pato Branco, Paraná, as well as to identify the sociogenesis resulting from the expansion and internalization of HE. It also sought to understand the relationship of regional health agencies with this context and factors related to the professionalism of graduate nurses. The dissertation was structured in five chapters based mainly on Aníbal Quijano, Boaventura de Sousa Santos, Catherine Walsh, Enrique Dussel, Walter Mignolo, and Hélgio Trindade. The research, with a qualitative approach, started from document analysis and interviews with interlocutors who had a direct relationship with the implementation of the Nursing course in the municipality. The analysis was conducted through a methodological matrix with markers of coloniality and decoloniality. The main results demonstrate a complex interaction between the markers that influence the educational and professional context of the area. Among the markers, the predominance of colonial economic structures in the educational configuration stands out, reflected in the emphasis on the globalized economy and the Eurocentric perspective of development, which marginalizes local knowledge. However, signs of decoloniality are identified in the internalization of higher education in health, in the valorization of training sensitive to social issues, and in the offer of evening courses to promote social inclusion and diversity. The resistance to theory in favor of practice in professional training and the utilitarian logic, which prioritizes the labor market to the detriment of a critical and emancipatory education, are challenges to be faced. Multiprofessional integration and interdisciplinarity emerge as important decolonial aspects for more collaborative action in the health field.