PEDAGOGICAL TRAINING OF NURSE EDUCATORS FOR TECHNICAL NURSING EDUCATION WITH INDIGENOUS PEOPLES

Abstract

This article discusses the pedagogical training of nurse educators for technical nursing education with Indigenous peoples, considering that teaching in this context requires more than technical and scientific knowledge. The objective was to analyze theoretical foundations that highlight the importance of pedagogical training in qualifying educational practices aimed at technical nursing education in interface with Indigenous realities. Methodologically, this is a narrative literature review with a qualitative approach, based on the analysis of studies on nursing teaching, technical professional education, interculturality, and Indigenous health. The results indicate that nurse educators’ performance is still marked by weaknesses in didactic-pedagogical training, while the Indigenous context requires intercultural sensitivity, listening, and the ability to contextualize teaching. It was also observed that studies directly articulating pedagogical training of nurse educators and technical nursing education with Indigenous peoples are still limited. The study concludes that investing in the pedagogical training of these professionals is essential to strengthen more qualified, contextualized, and culturally respectful educational practices.