Melo LP, Pereira JC. Essay writing as a pedagogical experiment in the training of nurses-teachers: a public dialogue. Interface (Botucatu). 2026; 30: e250043 Doi: https://doi.org/10.1590/interface.250043
Abstracts
We present an experimental text that proposes public dialogue as a social intervention combining academic writing, aesthetic-pedagogical reflections and fiction. The objective was to reflect on the place writing occupies in undergraduate healthcare training through a pedagogical experiment using essay writing as an engaged pedagogy-based teaching strategy. To this end, we present the context of the pedagogical experiment with nursing students at a state university in São Paulo, highlighting concerns, theoretical and methodological foundations and possible reflections. The focus was to reveal the concrete aspects, technicalities and effects of writing as the foundational element of a colonial logic that structures health training. Finally, we emphasize the pedagogical experiment’s contributions to the debate on health equity based on anti-colonial, critical, and feminist pedagogies.
Keywords
Engaged pedagogy; Decolonization; Nursing education; Essay; Health equity
Access in: https://doi.org/10.1590/interface.250043
