Mapeamento da produção científica acerca do ensino do cuidado humanizado: contexto, fundamentação teórica e metodológica

Abstract

Humanized care has been the subject of significant debates in health education. Investigations into their teaching allow us to understand the reality established in the training course of nurses, and allow us to answer the central question that guides this study: How has humanized care been taught today? In this way, in this article we present an outline of the panorama of the various productions - theses and dissertations, in the period from 2011 to 2020. For this, we use the methodology of vertical mapping, aiming to see the problems analyzed, the theoretical-methodological trends and the perspectives for further research on the teaching of humanization, in addition to presenting the pedagogical contexts imbricated in the teaching-learning process of this care. Although we found the interest of studies on the subject, we observed a certain limitation in the look of these investigations, which based humanized care exclusively on public policies, in addition to identifying a main trend that employs efforts to promote changes in teaching considering, in most cases, , just the teacher's discourse and/or limiting students' experiences without considering what drives them to learn.