Integrated High School: A Possibility for Emancipating Education in Nursing?

Abstract

The aim is to analyze the existence of elements that enable emancipating education for nursing in the Integrated High School (IHS) documents. Documentary research with qualitative approach that used political data, decrees and other regulatory documents as a source, which were described according to type and year of publication. The theoretical reference was Paulo Freire, and webQDA® software was used for analysis. During the treatment of the data, the following categories emerged: aspects approaching IHS to and distancing it from emancipatory education. Elements that permeate emancipatory education have been evidenced, recognizing the individual as a historical-social subject, the individual’s importance in the teaching-learning process, and also the teacher’s change as a mediator of the knowledge construction process. But we also found aspects that stiffen this modality. Emancipatory education is necessary for nursing to build its ideals of autonomy and power through reflective practice.