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EnglishIn teaching, the teacher reasons and acts pedagogically, with a view to transforming the disciplinary content into learning. In an educational context, however, rather than by the teacher’s intention, learning is produced by the ability to establish a dialogical relationship between teachers and students. With this in mind, this collective case study with a qualitative approach is aimed at analyzing obstacles to the pedagogical encounter between teachers and nursing students of public and private universities in the South of Brazil. Two university professors from the nursing area and the students from the disciplines they taught participated in the study. Data collection took place between April 2014 and July 2015 and involved documents, interviews and observation, outlined in phases guided by Shulman’s constructs. The data were analyzed using Strauss and Corbin’s constant comparison method, and the results are articulated in the metacategories: pedagogical reasoning and action as an obstacle; understanding and attitude of the student as an obstacle; and denial tactics of obstacles. The phases of comprehension, transformation and teaching of the pedagogical reasoning and action of the teachers are appointed as obstacles; understanding and expectations of students; attitudes of both towards setbacks. Franker sharing of expectations, intentions and evaluations between teachers and students is suggested in order to strengthen the pedagogical encounter. portuguesAo ensinar, o professor raciocina e age pedagogicamente, com vistas a transformar o conteudo disciplinar em aprendizagem. Entretanto, em um contexto educacional, mais do que pela intencao do professor, a aprendizagem se produz pela capacidade de estabelecimento de uma relacao dialogica entre professores e estudantes. Tendo isso em vista, este estudo coletivo de casos com abordagem qualitativa tem o objetivo de analisar obstaculos ao encontro pedagogico entre professoras e estudantes de enfermagem de universidade publica e privada da Regiao Sul do Brasil. Participaram do estudo duas professoras universitarias da area de enfermagem e os estudantes das disciplinas ministradas por elas. A coleta de dados ocorreu entre abril de 2014 e julho de 2015 e envolveu documentos, entrevistas e observacao, delineados em fases orientadas pelos construtos de Shulman. Os dados foram analisados pelo metodo das comparacoes constantes de Strauss e Corbin, e os resultados apresentam-se articulados nas metacategorias: acao e raciocinio pedagogico como obstaculo; compreensao e atitude do estudante como obstaculo; e taticas de negacao aos obstaculos. Apontam-se como obstaculos as fases de compreensao, transformacao e ensino da acao e raciocinio pedagogico das professoras; compreensao e expectativas dos estudantes; atitudes de ambos diante de contrariedades. Sugere-se o compartilhamento de expectativas, intencoes e avaliacoes mais francas entre professores e estudantes para o fortalecimento do encontro pedagogico.

Obstáculos para o encontro pedagógico entre professores e estudantes de enfermagem em diferentes contextos educacionais