This work presents a research that intended to contribute with the evaluation of the Pedagogic Political Project (PPP) of an undergraduate nursing course. The objective is to analyze and to argue the curricular reformularization; contributing to the process of discussion and evaluation. The used methodology was the comparative analysis between the PPP of 1995 and 2003 and the data collected with professors and students concerning the theoretical presuppositions of the course that it was the identified innovative element in the PPP of 2003. The data revealed that the theoretical presuppositions, in your majority guided the formation process, but there are concepts that still little incorporate like the interdisciplinarity. Another raised data was the non-effective participation of students and professors in the process of implantation and evaluation of the PPP.
Education Higher; Nursing; Curriculum