[Maps and territories: formalizing professional knowledge in the curriculum].
At present time, nursing knowledge is characterized epistemologically as practical knowledge which, due to its own personal and tacit nature, can not be formalized nor transmitted, only demonstrated. This reflexive practical knowledge exists in an implicit and personal manner in professional action and it develops in a complex, uncertain reality which is saturated by values. In professional development, this practical knowledge should guide curricular planning and actions. Beyond just asking how to improve the application of academic knowledge in practice, we should search for ways so that students understand how competent nurses are capable to manage undetermined zones in their professional practice. In this report, the author introduces epistemological foundations for alternative conceptions to the dominant technological vision of the hierarchal relationship between technical knowledge and the practical educational or caretaking knowledge.
Moya
José Luis Medina
JL
Facultad de Pedagogía, Universidad de Barcelona. jlmedina@ub.edu