Theory of Social Representations: Educational Possibilities in the Development of Active Methodologies for Significant Learning*
Background: The National Curriculum Guidelines reinforce the need for training of professionals with critical and reflective skills in addition to acquiring technical skills. Those criteria directly and indirectly relate to the desired professional profile, either in graduation scenarios or in postgraduate courses. The adoption of active methodologies in classrooms contributes to the training of health professionals able to provide clinical and epidemiological responses adequate to health-disease processes. In this perspective, this study aims to reflect, from reports, on the use of the theory of social representations as a pedagogical possibility in the development of active methodologies, and to build a meaningful learning. Methods and Findings: This is an analytical study, with a qualitative approach, developed based on the statements of the experiences lived by students of the postgraduate program in nursing at the Federal University of Rio Grande do Norte. It discusses the relationship between the use of active methods of teaching and learning, meaningful learning and theory of social representations, created by Serge Moscovici. The assumptions and techniques that justify the concept and the research in the field of social representations were concurrently assimilated as the study object and as a methodological theoretical strategy, promoting the construction of teaching and learning processes based on educational practices and on the meaning shared by the subjects of the experienced reality. Conclusions: The use of active methodologies was extremely favorable to the interaction, comprehension and production of knowledge of the involved subjects regarding the contribution to the study of social representations.
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