MENTORING AS A SOURCE OF PEDAGOGICAL CONTENT KNOWLEDGE FOR NURSING TEACHING

ABSTRACT Objective: to understand Mentoring as a source of pedagogical content knowledge for the new teacher in Professional Education of Technical Level in Nursing. Method: a case study, with a qualitative approach, with teachers, management representative and students of a federal public school of Professional Health Education in the northeast of Brazil. The data were collected from October 2013 to September 2014 and submitted to thematic analysis. Results: the study focuses on the Mentoring category as a source of pedagogical content knowledge, with a theoretical guidance of the specific framework, configured as a personal action with institutional support. Conclusion: the construction of the pedagogical content knowledge happened in the pedagogical practice, mediated by a relation of dialogue and cooperation, in which the Mentoring was understood as part of teamwork and the provision of working conditions for competent teaching performance.