[Theory of action on patient relationships. A different way of representing and understanding the behaviour of the family doctor in the clinic]

Dialogue: network that intertwines the pedagogical relationship into the practical-reflective teaching

OBJECTIVE

to understand how dialogue occurs in the pedagogical relation in the practical reflective teaching in an undergraduate program in nursing.

METHOD

qualitative research, case study. Data collection was conducted from May 2013 to September 2014 with eight professors of Nursing, by means of observation and interviews. Data analysis followed the operational proposal constituted by the exploratory stage and the interpretive stage.

RESULTS

point the dialogue established within the pedagogical relation as a challenge to be faced in practical-reflective teaching, so professor and student build a relationship that foster thought and action in the theoretical context and in the field of practice.

CONCLUSION

in establishing a dialogic-reflective tone in the pedagogical relationship, the professor opens paths to new discoveries, enabling the creation of teaching-learning spaces that stimulate autonomy, abilities, and critical and reflective attitudes of students along their education.