Abstract
Objective: evaluate the application of the problematization methodology(PM) (Arch Maguerez), as an alternative teaching-learning method in formation post-graduation students. Material and Methods: 25 post-graduate students of the program in Restorative Dentistry at the School of Dentistry of ICT-Office of Science and Technology of São José dos Campos, São Paulo State University – UNESP, who were part of the discipline of Applied Teaching Higher Education , developed activities that characterized the problematization methodology (PM) and the traditional teaching methodology in force. By means of a questionnaire it was possible to assess the perception the students had of the activities made. Results: It was observed that problematization methodology (PM) was a valid alternative teaching-learning method for formation of new professors, in the opinion of students. Conclusion: problematization methodology (PM) can be applied as a complementary tool in the construction of the future professors’ knowledge, in addition to being a strategy for research and study.
Highlights
Education is always presented as the basis for both formation and evolution of the society, with the individuals being a reflection of theirs education
[1] In view of this, educational institutions follow the changes occurred in order to avoid configuration of people with ideas and concepts far from the reality in which they live. This could not be different in the highereducation institutions (HEIs) different as they are accounted for the formation of professionals who will need to cope directly or indirectly with the reality in which they are contextualised
With the implementation of the National Education Policy Act (LDB) in 1996, the Brazilian Ministry of Education has been promoting discussions on the formation of professionals from different areas, culminating into national curriculum policies (NCPs), which should be followed by the HEIs. [4]
Summary
Education is always presented as the basis for both formation and evolution of the society, with the individuals being a reflection of theirs education. [1] In view of this, educational institutions follow the changes occurred in order to avoid configuration of people with ideas and concepts far from the reality in which they live. This could not be different in the highereducation institutions (HEIs) different as they are accounted for the formation of professionals who will need to cope directly or indirectly with the reality in which they are contextualised. In view of the social demands and implementation of the so-called educational laws, it was necessary to review the quality of the teaching-learning strategies. With the implementation of the National Education Policy Act (LDB) in 1996, the Brazilian Ministry of Education has been promoting discussions on the formation of professionals from different areas, culminating into national curriculum policies (NCPs), which should be followed by the HEIs. [4]
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