A constituição do habitus profissional no Curso de Residência em Enfermagem Obstétrica da Universidade do Estado do Rio de Janeiro

Abstract

The object of this thesis is the development process of the professional habitus for the alumni from the Residency Program in Obstetric Nursing of the Universidade do Estado do Rio de Janeiro (UERJ).For this study, the following objectives were developed: To describe the defining factors for the undergraduates choice for residency as a means of professional training; To analyze the process of incorporating the professional habitus among the undergraduates surveyed; To discuss the skills acquired and the biases incorporated by the undergraduates during the residency program. This is a study with qualitative approach that used the interview as data collection technique. Participants were 13 obstetric nurses, who are alumni from the Residency Program in Obstetric Nursing of the UERJ, with current professional practice at municipal maternity hospitals in Rio de Janeiro. Discourse analysis was used for the analysis of the material, as a theoretical interpretation tool, and the sociology of Pierre Bourdieu was used as an analytical tool. Under the influence of post-modern ideology in the Brazilian labor and education fields, the discourse analysis revealed that the didactic and educational structure of the residency mode provides the opportunity to acquire competencies with a high degree of legitimacy in the obstetrical field, as well as to accumulate valued skills in the labor market. Those issues are posed as circumstances that determined the undergraduates choice for residency in obstetric nursing as a learning mode for professional training. Regarding the Residency Program in Obstetric Nursing of the UERJ, the undergraduates discourses revealed that such professional socialization worked as a matrix of circumstances that enabled the appropriation of skills and the internalization of biases. In this context, the education field and the nursing care practice fields constitute spaces for different learning, but acted synergistically to promote the incorporation of professional habitus in these agents. Regarding the field of education, the selection and guidance of the theoretical subjects emerged as conditions relating to the theoretical block, which favored, by means of educational activities developed by teachers, the awareness of residents towards demedicalization. Under the perspective of the nursing care practice fields, the selection of in-service training scenarios and the organization of the residents activities were proven as basic conditions for the practical block, which provided unique learning in each year of the course. As a result of a systematic and long-lasting work, we observed that such socialization favored the incorporation of professional obstetric nursing habitus in residents, as the biases pointed out in the undergraduates discourses were presented as based on their own skills of this specialty, which were introduced on the course and became these agents integral ownerships. Therefore, the demedicalization ideology posed as an existing cognitive skill in the eidos dimension of the undergraduates habitus, displaying it in their discourses through attitudes, while practical skills generated by the ethos dimension, and attitudes that, in the form of physical and affective skills correspond to the hexis dimension.