Learning processes about equity for reflection on the social practice of Nursing

Abstract

Objective: to describe an experience of the learning process about equity, for reflection on the social practice of Nursing. Method: experience report, in which the problematization methodology was adopted, using the Maguerez Arch procedure, aided by collaborative digital technologies with multiple functionalities, via E-learning, which was carried out between August and December 2020, by a public university in the North region of the country. The experience was associated with a curricular activity entitled “Nursing Exercise” and had the participation of 36 undergraduate students, one graduate student and one teacher. The theoretical support was developed, via contributions from the Activity Theory. Results: the mediating strategies supported learning about social practices, considering the five steps of the Maguerez Arch, exploring concepts, structural determinants and inequities in health and macrosocial and micro-institutional contexts, signaled by intermediate definitions in health based on the following thematic axes: inequality, income, racism, harassment in the SUS and vulnerabilities. The constructs on equity and on social vulnerabilities were aligned with learning strategies for formative and summative assessment, considering a real case study chosen by the student, the characteristics of the discipline and its objectives. Conclusion: the experience provided an opportunity to discuss equity, through the protagonism of students and the inclusion of realities and regional peculiarities, in a critical and reflective way, on the social role of Nursing in contexts of vulnerability, supporting arguments about transformations in society and the health system.