<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1981-5271</journal-id>
<journal-title><![CDATA[Revista Brasileira de Educação Médica]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Bras. Educ. Med.]]></abbrev-journal-title>
<issn>1981-5271</issn>
<publisher>
<publisher-name><![CDATA[Associação Brasileira de Educação Médica]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-52712013000300005</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Tendências pedagógicas: conflitos, desafios e perspectivas de docentes de enfermagem]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodrigues]]></surname>
<given-names><![CDATA[Jéssica de Alcântara]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rocha]]></surname>
<given-names><![CDATA[Luanna dos Santos]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Anjos]]></surname>
<given-names><![CDATA[Danielly Santos dos]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cavalcante]]></surname>
<given-names><![CDATA[Leila Pacheco Ferreira]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rozendo]]></surname>
<given-names><![CDATA[Célia Alves]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A05">
<institution><![CDATA[,Universidade Federal de Alagoas  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2013</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2013</year>
</pub-date>
<volume>37</volume>
<numero>03</numero>
<fpage>333</fpage>
<lpage>342</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-52712013000300005&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-52712013000300005&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-52712013000300005&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[O presente estudo trata das tendências pedagógicas que norteiam a prática educativa dos professores de Enfermagem com o objetivo de analisá-las com base nos elementos que constituem a atividade docente. Utilizou-se a pesquisa descritivo-exploratória com abordagem qualitativa do tipo estudo de caso. Os sujeitos do estudo foram professoras de um curso de Enfermagem da Região Nordeste. A coleta de dados foi realizada por meio de entrevista semiestruturada. Na análise dos dados foi empregada a análise de conteúdo, que gerou três núcleos temáticos: tendência pedagógica: transição e conflito; elementos da atividade docente; as relações pedagógicas: os sujeitos da práxis pedagógica. Revelou-se uma transição de abordagens liberais para progressistas entre os docentes, acarretando um conflito entre metodologias e estratégias de ensino. Embora haja uma aproximação das concepções emancipatórias, ainda não se tem uma conformidade na prática pedagógica. Deste modo, o presente estudo contribui para ampliar o debate que envolve a temática, possibilitando melhor embasamento teórico para a discussão das questões referentes ao ensino de Enfermagem.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[This study addresses the pedagogical trends that guide the educational practice of Nursing teachers in order to analyse them in terms of the elements that constitute the teaching activity. A descriptive, exploratory study with a qualitative approach was conducted, involving semi-structured interviews with Nursing teachers from the northeast region. The data was analysed through content analysis, generating three core themes: 1) Pedagogical trend: transition and conflict; 2) Elements of the teaching activity; 3) Pedagogical relations: the subjects of pedagogical praxis. The study revealed a transition among teachers from liberal to progressive approaches causing a conflict between methodologies and teaching strategies. Although there has been a shift toward emancipatory notions, there is still no conformity in teaching pratice. This study therefore contributes to the broadening of the debate on this issue, supporting a stronger theoretical foundation for the discussion of matters related to nursing education.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação em Enfermagem]]></kwd>
<kwd lng="pt"><![CDATA[Prática do Docente de Enfermagem]]></kwd>
<kwd lng="pt"><![CDATA[Educação Superior]]></kwd>
<kwd lng="en"><![CDATA[Education Nurse]]></kwd>
<kwd lng="en"><![CDATA[Teaching]]></kwd>
<kwd lng="en"><![CDATA[Nurse Faculty]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[  <font face="Arial, Helvetica, sans-serif"> <h2>Tend&ecirc;ncias  pedag&oacute;gicas: conflitos, desafios e perspectivas de docentes de enfermagem.</h2> <h3>Pedagogical trends: conflicts, challenges and  perspectives of nursing teachers.</h3>     <p>&nbsp;</p> <h4>J&eacute;ssica  de Alc&acirc;ntara Rodrigues, Luanna dos Santos Rocha, Danielly Santos dos Anjos, Leila  Pacheco Ferreira Cavalcante, C&eacute;lia Alves Rozendo</h4> </font>      ]]></body><back>
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