This article is a case study of investigative and descriptive participant character, from the educational experience of learning in the trigger Simulation in Nursing, the second half of the first cycle of Faculdade de Enfermagem (FEN), Universidade Federal de Pelotas (UFPel) where he develops simulation of clinical semiology and semiotics in Nursing. The goal is to study the recontextualization of pedagogic practice of simulation-based theories of the sociologist of education Basil Bernstein, contributing to the improvement process of planning education, and especially the evaluation of trigger learning. From reflections on this study, there is the theory of Bernstein as a powerful tool of semiotic pedagogical practices, which contributes to the planning and analysis of curricular educational device.
Nursing Baccalaureate; Education; Simulation