Abstract
Abstract Objective: To reflect how active learning teaching methodologies are important strategies for teachers to work on education in values in nursing graduation. Method: It is a reflection, therefore, as theoretical reference it was used the productions of the Group of Research of Moral Education of the University of Barcelona (Spain). Results: Active methodologies contribute to create conditions that enhance moral sensitivity, situations that allow the living of moral conflicts, stimulating dialogue and scenarios that allow the recognition of difference, favoring the construction of consensus. There are numerous strategies of active methodologies that contribute to the moral formation of the individual, but this article will focus on the main forms problema based learning (PBL) and the methodology of problematization. Final considerations and implications for practice: It becomes indispensable to transform theoretical foundations on education in values into viable pedagogical practices for their implementation in nursing curricula.
Highlights
In conversations among teachers, the complaint about the student not being the same as before is frequent
If students changed, why do pedagogical practices are still rooted in educational ideas from the 20th century? Have these teachers reflected on their classes and on the way of teaching they have been using? Buxarrais[1] endorses the critique on the current educational system, claiming it was planned and structured in a past epoch and, it values individual effort, memorization, homogeneity and alienation, reinforcing the productivist logic
Nursing is still constructing it's profissionals' groundwork; the need to afirm itself in the market results in excessive preocupation with specialization,[2] valuing technical and scientific knowledge, evidenced by the enphasis given to biological issues in the health-ilness process, known as biomedical model - to the detriment of psycho-affective and socioeconomic issues, that provokes a marginalization of moral discussions
Summary
The complaint about the student not being the same as before is frequent. GREM is part of an Education Faculty, it emerged in 1988, it works with the concept of education in values and, nowadays, it's production is recognized in the academic world It has a research line called "Ethical learning and university", in which it acts rethinking the university mission in the 21st century, with the ethical and moral focus, identifying dimensions that construct the moral personality and ethical competences of universities; developing proposals to feed ethical skills in universities and analyzing the impact of learning based on social responsability and commitment that university has with society and it's preocupation to form citizens.[13]
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