Active Methods of Teaching-Learning in the Health Area: the Problems in Nursing Education
Currently, educational institutions are inadequate in preparing health professionals for the social demands of the Brazilian health system. Because of this, educational institutions have been encouraged to reform their didactic and pedagogical practices and develop processes that, among other things, have equity, recognise the health needs of the population and foster multidisciplinary teamwork. These education reforms are seen as necessary steps for changing the health care model.
Objective: To describe the applicability of active methodologies, such as the learning strategy of the Charles Maguerez Arc, in nursing education.
Method: This is an experience report, conducted in a State School of Professional Education in the macro-region of Cariri, of Ceará state, Brazil. The participants were 38 students from the nursing course integrated to the high school, aged between 13 and 15 years. The problematisation methodology through the Charles Maguerez Arc was used. The activity was divided into four parts. First, we gave a presentation to the participants, followed by an explanation of the problematisation strategy and the Charles Maguerez Arc. Then a text was read to the students to get them thinking about an issue and the class was divided into small groups for the implementation of the Arc. Finally, there was a presentation by the groups on these Arcs.
Results: The application of the Charles Maguerez Arc as an active methodology of teaching and learning enhanced the development of group discussions. Starting from the elected problem of high school dropout, the keywords identified were vocation, motivation, family adaptation, bullying, self-esteem and interpersonal relationships.
Final considerations: The class showed collaboration while engaging in this work, proving that the implementation of active methods in health education is feasible at the technical level. The previous organisation and systematisation of the meeting facilitated the development of the proposal, and the explanation of the problematisation method through the Charles Maguerez Arc facilitated the activity process and reflection.
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