Metodologias ativas na formação de profissionais da saúde : a experiência de docentes
Data
2021-05-20
Autores
Grapiglia, Ana Paula
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Universidade Federal de Mato Grosso
Resumo
This research is linked to the line of Teacher Education and Educational Public Policies, of the
Graduate Program in Education at Universidade Federal Rondonópolis. The teachers'
experiences in using active methodologies in the training processes of health professionals were
investigated. In this research, active methodologies are characterized as the practices of teachers
used in the classroom that allows the student to be actively involved in their training process,
being aware and participate in all teaching moments. As a basis for carrying out this
investigation, the following question was used: what is the conception of the teacher who works
in this perspective, using active methodologies in the training of health professionals? In the
search for answers, it was stipulated as a general objective: to understand the conception of the
teacher when using the active methodologies in the training of health professionals; and to detail
the information as specific objectives, the following were outlined: to identify the main active
methodologies used in undergraduate courses in nursing and medicine; analyze the use of active
methodologies in the practice of teachers, and understand how active methodologies are
developed in the training of health professionals. Twelve professors from the UFR nursing and
medicine courses participated in this research. Data collection was carried out through semistructured interviews in an online and individual way, occurring after the participants signed
the Free and Informed Consent Form. Subsequently, the interviews were transcribed and
subjected to data analysis, which was organized in groups aimed at specific objectives. The
construction of the research writing was structurally organized into four chapters, where in the
first chapter I describe the methodological path of the research; in the second section, theoretical
contributions referring to education, teacher training, and pedagogical practice aimed at higher
education and the health area; in the third chapter I theorize the active methodologies, history,
concepts, and freirianos bases; in the fourth and last chapter I conduct a discussion of the data
obtained and contextualize it with the theoretical questions studied with a focus on the teachings
left by Paulo Freire. When discussing this theme, several aspects related to its effectiveness
could be highlighted and confirmed. In this one it became clear, how much such methodologies
can stimulate the growth not only of the student but of the teacher, allowing him to be more
open and noticeable the need for changes, making reflections on his actions, evaluating if they
are being viable whether or not to exercise their practice. However, innumerable traditionalist
issues are still present in the conceptions presented by the teachers, being evident in the need
for permanent teacher training so that they can visualize the dimension of growth that the use
of active methodologies can provide for themselves and the students. Students, in addition to
continuous support from their educational institution for the development of their activities. I
think that from the moment that teachers can realize a real understanding of the dimension that
active methodologies may have caused, we can then have hopes for an education that is more
human and that values everyone's knowledge.
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Citação
GRAPIGLIA, Ana Paula. Metodologias ativas na formação de profissionais da saúde: a experiência de docentes. 2021. 110 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Ciências Humanas e Sociais, Rondonópolis, 2021.