Resumo

MEDINA-MOYA, José Luis; RIVERA-ALVAREZ, Luz Nelly  e  DIAZ-ALVAREZ, Juan Carlos. Teacher Interpretation against the Contributions of the Students in the University Scope. Pedagogía y Saberes [online]. 2019, n.51, pp.33-48. ISSN 0121-2494.

This article presents the results of the research Disciplinary knowledge, Pedagogical knowledge and Situated Learning: Genesis and mutual influences in education at the University. The research identified how the teacher receives and evaluates the student's contributions. It is a qualitative research, microethnography, which gave as emerging categories: perception of the complexity of the contributions, the student's experiential knowledge, importance of contextualized and situated pedagogies, the student's educational need, and dialogical-reflexive processes in the educational relationship. It was highlighted the teacher's faculty to diagnose the contribution and also to show significative response within the context produced by the adjustment in the interaction, in which the disciplinary, pedagogical and ethical knowledge combined themselves implicitly.

Palavras-chave : nursing education; health human resource training; pedagogical reasoning and action; Pedagogical Content Knowledge (PCK).

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