Abstract
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.
Highlights
The quality of qualitative research in public health systems, especially in Latin America and the Caribbean, reflects the historical achievements of mankind, through advances in science, technology and innovation in the management of educational and health services, including the approach to socio-cultural, political and institutional aspects of those societies as a whole.In Brazil, the ongoing global changes focus on the processes of teaching and learning and their investigations significantly affecting the health professions
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
One expects that the adoption of active methodologies and meaningful learning in the context of the classroom and in the Brazilian education system will contribute to the formation of health professionals, making them able to give clinical and epidemiological responses adequate to the health-disease processes [1, 3]
Summary
The quality of qualitative research in public health systems, especially in Latin America and the Caribbean, reflects the historical achievements of mankind, through advances in science, technology and innovation in the management of educational and health services, including the approach to socio-cultural, political and institutional aspects of those societies as a whole.In Brazil, the ongoing global changes focus on the processes of teaching and learning and their investigations significantly affecting the health professions. The National Curriculum Guidelines of general nature reinforce those changes aimed at, through the training processes, meeting the general criteria of generality, criticality and reflexivity about care in the workplace and in the context of the Unified Health System [1, 2] Those criteria directly and indirectly relate to the desired professional profile, either in graduation scenarios or in postgraduate courses. In this sense, one expects that the adoption of active methodologies and meaningful learning in the context of the classroom and in the Brazilian education system will contribute to the formation of health professionals, making them able to give clinical and epidemiological responses adequate to the health-disease processes [1, 3]. 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
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