Problematization Methodology Research Articles

Metodologia da problematização e uso do fluxograma descritor na reorganização do processo de trabalho em vigilância sanitária

Introduction: The field of work in Health Surveillance in the Unified Health System (SUS) has undergone considerable strategic reformulations in recent years, marked, above all, by the increase in technological and informational aspects in the routine of the work process. Although they represent advances and potential benefits, different obstacles have been mentioned by the sector’s work teams, which weigh on the training of workers to understand these transformations. Objective: To report the experience of developing a flowchart that describes the work process in health surveillance in a health district in Recife/PE. Method: The problematization methodology was used to guide the preparation and execution of the study. The methodology was carried out through collaborative practice and construction, involving professionals from the health surveillance sector, proposing the situational diagnosis of the work and the demands presented by the teams, associated with the role of the resident health professional as facilitator and driver of operationalization of the action described. Results: The construction and implementation of the descriptor flowchart in the reality of the health surveillance service enabled the reorganization of the work process and alignment between professionals, guided by teamwork in a collaborative and situational way. Conclusions: The proposal presents a pragmatic and pedagogical nature, by using the horizons of observation, action, and intervention directed to the field of work management in health surveillance, in order to seek the resolution of obstacles and critical formative knots that sometimes interfere in the full exercise of programmatic activities of the work field.

From mitigation to adaptation: Problematizing climate change in the maritime transport industry

AbstractThe literature on climate change in the maritime transport industry has grown rapidly in the last few years. Yet as the research agenda has progressed, scientific debates have become more isolated and fragmented, making it difficult to translate new findings into broader policy debates. This article draws on problematization methodology to help organize the scientific debate on maritime emissions and to identify analytical gaps and challenges. We argue that scholars investigate shipping's emission problem from four distinct analytical perspectives— (1) international laws and regulations, (2) markets and economics, (3) engineering and technology, and (4) authority and legitimacy. Each of these perspectives problematizes maritime emissions in specific ways, leading to different policies and strategies to address the problem. We call for better integrating these four literatures and highlight three crosscutting areas and problems for future research. First, developing institutions that facilitate market and engineering solutions; second, integrating climate mitigation and adaptation research; and third, focusing on justice concerns to ensure an equitable green transition in the maritime industry.This article is categorized under: Climate, History, Society, Culture > Thought Leaders Policy and Governance > International Policy Framework Policy and Governance > Private Governance of Climate Change

Beyond NICE: Updated Systematic Review on the Current Evidence of Using Puberty Blocking Pharmacological Agents and Cross-Sex-Hormones in Minors with Gender Dysphoria

Beyond NICE: Updated Systematic Review on the Current Evidence of Using Puberty Blocking Pharmacological Agents and Cross-Sex-Hormones in Minors with Gender Dysphoria Abstract: Objective: The suppression of physiological puberty using puberty-blocking pharmacological agents (PB) and prescribing cross-sex hormones (CSH) to minors with gender dysphoria (GD) is a current matter of discussion, and in some cases, PB and CSH are used in clinical practice for this particular population. Two systematic reviews (one on PB, one on CSH treatment) by the British National Institute for Clinical Excellence (NICE) from 2020 indicated no clear clinical benefit of such treatments regarding critical outcome variables. In particular, these two systematic NICE reviews on the use of PB and CSH in minors with GD detected no clear improvements of GD symptoms. Moreover, the overall scientific quality of the available evidence, as discussed within the above-mentioned two NICE reviews, was classified as "very low certainty" regarding modified GRADE criteria. Method: The present systematic review presents an updated literature search on this particular topic (use of PB and CSH in minors with GD) following NICE principles and PICO criteria for all relevant new original research studies published since the release of the two above-mentioned NICE reviews (updated literature search period was July 2020-August 2023). Results: The newly conducted literature search revealed no newly published original studies targeting NICE-defined critical and important outcomes and the related use of PB in minors with GD following PICO criteria. For CSH treatment, we found two new studies that met PICO criteria, but these particular two studies had low participant numbers, yielded no significant additional clear evidence for specific and clearly beneficial effects of CSH in minors with GD, and could be classified as "low certainty" tfollowing modified GRADE criteria. Conclusions: The currently available studies on the use of PB and CSH in minors with GD have significant conceptual and methodological flaws. The available evidence on the use of PB and CSH in minors with GD is very limited and based on only a few studies with small numbers, and these studies have problematic methodology and quality. There also is a lack of adequate and meaningful long-term studies. Current evidence doesn't suggest that GD symptoms and mental health significantly improve when PB or CSH are used in minors with GD. Psychotherapeutic interventions to address and reduce the experienced burden can become relevant in children and adolescents with GD. If the decision to use PB and/or CSH is made on an individual case-by-case basis and after a complete and thorough mental health assessment, potential treatment of possibly co-occurring mental health problems as well as after a thoroughly conducted and carefully executed individual risk-benefit evaluation, doing so as part of clinical studies or research projects, as currently done in England, can be of value in terms of generation of new research data. The electronic supplement (ESM) 1 is an adapted and abreviated English version of this work.

Problematization methodology's impact on nursing and medical students' knowledge about hypodermoclysis: quasi-experimental study.

to analyze the problematization methodology impact on the knowledge of nursing and medical students about hypodermoclysis. quasi-experimental study conducted with 22 undergraduate nursing and medical students from a public Brazilian higher education institution. The students participated in the educational intervention using the problematization methodology based on the Arch of Maguerez. A previously validated questionnaire was used to determin' the students' knowledge level about hypodermoclysis. This instrument was applied before and after the educational intervention. The results were compared by McNemar's test and Student's t test for paired samples. when comparing the correct answers before and after the intervention, there was a significant increase in 75% of the questions (p<0.05), including theoretical and practical aspects of hypodermoclysis. The mean score on students' self-assessment of the ability to explain (0.9 versus 5.9 points) and perform hypodermoclysis (1.9 versus 5.0) was significantly higher after applying the problematization methodology (p<0.001). the problematization methodology had a positive impact on the students' knowledge about hypodermoclysis. The number of correct answers after the educational intervention was higher than the initial assessment. The problematization methodology can be incorporated into the teaching-learning process of nursing and medical students for teaching procedures such as hypodermoclysis. (1) The problematization methodology had a positive impact on students' knowledge. (2) The number of correct answers after the educational intervention increased. (3) Problematization can be incorporated into the teaching of nursing and medicine. (4) The teaching-learning process through active methodologies should be encouraged. (5) Problematization has the potential to develop cognitive and attitudinal skills.

CONSTRUÇÃO E VALIDAÇÃO DE TECNOLOGIA EDUCACIONAL PARA O ENSINO DE ADVOCACIA EM SAÚDE: PESQUISA METODOLÓGICA

ABSTRACT Objective: to build and validate educational technology for teaching health advocacy to undergraduate nursing students, based on the problematization methodology. Method: methodological study, developed between March and November 2021, at a federal public university in Minas Gerais, Brazil, and containing two stages: construction and validation of content and methodological rigor of educational technology. The validations were carried out by two expert groups: a group with expertise in health advocacy (ten judges) and a group with expertise in the problematization methodology (eleven judges). The database was managed by applying the criteria for selecting the expert judges, controlling and monitoring the validation instruments. The calculation of the validity coefficient (&gt;0.8) was adopted for the validity analysis. Results: The educational technology obtained a total validity coefficient of 0.883 in content validation and 0.884 in methodological rigor validation, both above the established cut-off point. There was only one evaluation round with the expert judges due to the agreement between the findings. Conclusion: The educational technology was considered valid in teaching health advocacy to undergraduate nursing students and can contribute to educational interventions in this area in higher education institutions. The development and validation of the educational technology corroborates the promotion of the technical, scientific and political development of nursing by proposing teaching strategies in the training of nurses to consolidate health advocacy in nursing practice.

EFEITO DA ASSOCIAÇÃO DE DUAS INTERVENÇÕES EDUCATIVAS NO CONHECIMENTO DE ESTUDANTES SOBRE HIPODERMÓCLISE: ESTUDO QUASE-EXPERIMENTAL

ABSTRACT Objective: to ass the effect of associating the problematization methodology with practical demonstration on nursing students’ knowledge about hypodermoclysis. Method: this is a quasi-experimental study with 20 students in their final year of the undergraduate course in nursing at a public higher education institution, located in Viçosa, Minas Gerais, Brazil. Students participated in two educational interventions focused on teaching hypodermoclysis, one using problematization methodology and the other the practical demonstration of the puncture technique. The effect of the interventions on students’ knowledge was assessed using a previously validated questionnaire applied before the first intervention and after the second intervention. The results were compared using the McNemar test. Results: students’ mean age was 24.7 (±1.7) years, with a predominance of females (75.0%). It was found that, of the 12 questions assessed about theoretical and practical knowledge of hypodermoclysis, 10 (83.3%) showed an increase in correct answers after educational interventions (p&lt;0.05). Students’ mean score in self-assessment on their ability to explain the procedure (before: 0.9 points; after: 7.7 points) and perform the technique (before: 2.1 points; after: 8.1 points) was significantly higher after educational interventions (p&lt;0.001). Conclusion: the number of correct answers by nursing students on theoretical and practical questions about hypodermoclysis and self-assessment was greater after participating in educational interventions, which demonstrates a positive effect of the association of problematization methodology and practical demonstration as a teaching strategy on this topic.

Problematization methodology’s impact on nursing and medical students’ knowledge about hypodermoclysis: quasi-experimental study

Objetivo: analisar o impacto da metodologia de problematização no conhecimento de estudantes de enfermagem e medicina sobre hipodermóclise. Método: estudo quase-experimental realizado com 22 estudantes de graduação em enfermagem e medicina de uma instituição pública de ensino superior brasileira. Os alunos participaram da intervenção educacional usando a metodologia de problematização baseada no Arco de Maguerez. Um questionário previamente validado foi usado para determinar o nível de conhecimento dos alunos sobre hipodermóclise. Esse instrumento foi aplicado antes e depois da intervenção educacional. Os resultados foram comparados pelo teste de McNemar e pelo teste t de Student para amostras pareadas. Resultados: ao comparar as respostas corretas antes e depois da intervenção, houve um aumento significativo em 75% das questões (p&lt;0,05), incluindo aspectos teóricos e práticos da hipodermóclise. A pontuação média na autoavaliação dos alunos quanto à capacidade de explicar (0,9 versus 5,9 pontos) e realizar a hipodermóclise (1,9 versus 5,0) foi significativamente maior após a aplicação da metodologia de problematização (p&lt;0,001). Conclusão: a metodologia de problematização teve um impacto positivo no conhecimento dos alunos sobre hipodermóclise. O número de respostas corretas após a intervenção educacional foi maior do que na avaliação inicial. A metodologia de problematização pode ser incorporada ao processo de ensino-aprendizagem de estudantes de enfermagem e medicina para o ensino de procedimentos como a hipodermóclise.

Problematization methodology’s impact on nursing and medical students’ knowledge about hypodermoclysis: quasi-experimental study

Objetivo: analizar el impacto de la metodología de problematización en el conocimiento de estudiantes de enfermería y medicina sobre hipodermoclisis. Método: estudio cuasiexperimental realizado con 22 estudiantes de enfermería y medicina de una institución pública de educación superior brasileña. Los estudiantes participaron de la intervención educativa utilizando la metodología de problematización basada en el Arco de Maguerez. Se utilizó un cuestionario previamente validado para determinar el nivel de conocimiento de los estudiantes sobre la hipodermoclisis. Este instrumento se aplicó antes y después de la intervención educativa. Los resultados se compararon mediante la prueba de McNemar y la prueba t de Student para muestras pareadas. Resultados: al comparar las respuestas correctas antes y después de la intervención, se observó un aumento significativo en el 75% de las preguntas (p&lt;0,05), que incluye aspectos teóricos y prácticos de la hipodermoclisis. El puntaje promedio en la autoevaluación de los estudiantes con respecto a su capacidad para explicar (0,9 versus 5,9 puntos) y realizar hipodermoclisis (1,9 versus 5,0) fue significativamente mayor después de aplicar la metodología de problematización (p&lt;0,001). Conclusión: la metodología de problematización tuvo impacto positivo en el conocimiento de los estudiantes sobre la hipodermoclisis. El número de respuestas correctas luego de la intervención educativa fue mayor que en la evaluación inicial. La metodología de problematización puede incorporarse al proceso de enseñanza-aprendizaje de estudiantes de enfermería y medicina para enseñar procedimientos como la hipodermoclisis.

Problematization methodology in remote teaching to discuss sexually transmitted infections in the elderly

Resumo Introdução: Atualmente o Brasil mostra um expressivo aumento da sobrevida e consequente elevação do número de idosos na sua população. Do ponto de vista de propostas para a melhoria da qualidade de vida deles, a sexualidade deve ser compreendida a partir do princípio holístico, não somente do fator biológico. Nesse cenário, novas reflexões de profissionais da saúde tornam-se indispensáveis para o planejamento de ações específicas, objetivando a atenção integral à saúde do idoso. Relato de experiência: O presente relato de experiência traz o início de um diálogo com acadêmicos de Medicina de uma universidade pública sobre a complexidade da sexualidade e infecções sexualmente transmissíveis (IST) em idosos, buscando identificar o conhecimento desses discentes sobre o assunto e idealizar propostas de ação ao público-alvo. Para isso, estruturou-se uma estratégia de ensino-aprendizagem cuja abordagem consistiu na adaptação e aplicação da metodologia do Arco de Maguerez para o debate sobre IST no contexto da saúde pública brasileira, o qual foi realizado com base nas diretrizes do ensino remoto emergencial. Nossos resultados vão de encontro à literatura que visa compreender as representações sociais acerca da sexualidade dos idosos. Neles, verificou-se que as representações sociais acerca da sexualidade na terceira idade assemelham-se à descrição científica, apresentado similitude entre o senso comum e o conhecimento erudito. Discussão: Diante da discrepância descrita na literatura quanto aos conceitos errôneos por parte dos idosos e dos familiares e pelos profissionais de saúde acerca da sexualidade na terceira idade, são imprescindíveis a realização de campanhas e o desenvolvimento de medidas e estratégias preventivas voltadas para idosos, a fim reduzir a incidência de IST nessa comunidade. Para isso, são fundamentais estratégias de educação em saúde no ensino acadêmico e de educação profissional continuada para sedimentar os conhecimentos necessários na idealização de propostas eficazes. Conclusão: A partir da formação médica adequada e por meio da discussão dos aspectos complexos sobre o assunto, serão possíveis a construção, a implementação e a avaliação de políticas públicas de saúde para o enfrentamento das IST, de modo a diminuir as barreiras relacionadas à prevenção de doenças e à promoção de saúde sexual na população idosa.

Always Being With Her Practitioners: A Study of the Diversified Devotional Practices of the Cult of Zhunti 準提 in Late Imperial China (1368–1911)

Abstract: As one of the most venerated Buddhist deities in late imperial China, the core of the cult of the goddess Zhunti lies in the diversity of its devotional practices. Nevertheless, influenced by a problematic methodology, previous studies on this topic highly relied on the prescriptive materials and attached too much importance to the elite practitioners, thus presenting an incomplete picture of the actual situation. Therefore, this article divides the devotional practices of the Zhunti cult into full-fledged liturgies and separately performed devotional practices, and takes advantage of both the descriptive and prescriptive sources to reveal how real historical actors (elites/non-elites, men/women) drew on religious culture to suit their own religious exploration.

Programa Saúde na Escola: projeto de intervenção contra a dengue em Matinhos-PR

ABSTRACT The School Health Program (PSE) aims to promote health actions in schools through pedagogical tools developed between health and education. A study was carried out in the city of Matinhos, State of Paraná, Brazil, by the PSE within the scope of the Luiz Carlos dos Santos municipal school including 60 students from the 5th grades, from March to August 2019. Characteristics of participatory action-research and problematization methodology were used, being a type of social and qualitative study. For data collection, the method of Charles de Maguerez Arch was used. As research result, a pedagogical tool was developed at school and in the community’, the intervention project ‘School, health, environment, and community mobilized against the Aedes aegypti’. The study proved that the application of existing public policies such as the PSE, through intersectoriality, environmental health education, and mechanical vector control actions, without applicability of poison, are appropriate actions for the disease prevention, such as the elimination of vector breeding sites; thus, making effective the use of environmental health education in schools as a health promotion strategy.

Decolonizing Authenticity

In this review, we critically examine the concept of authenticity by reorienting scholarly attention to the South and historical structures of power. Existing accounts follow a Northern- and agency-centric line of reasoning that present a sanitized version of authenticity. This needs to be criticized due to its dangerous potential to simplify the social complexity of the South. To do so, we review 29 articles across leading business and management journals following a problematization methodology. We identified four current underlying assumptions: authenticity is socially constructed, it has a recursive relationship with institutions, it provides organizational benefits, and its examination is guided by an instrumental logic. Drawing on Critical Management Studies, we propose four new assumptions for former Western European colonies in the South: authenticity is orchestrated by local elites, it has a recursive relationship with dominant ideologies, it is a tool for indigenous oppression, and it is guided by a decolonizing logic. From this, we make two main contributions to the literature: we reveal that claims of authenticity made by local elites can act as carriers of coloniality and, on a positive note, we suggest the potential of authenticity claims as a resource to enable the agency of oppressed groups and challenge dominant ideologies that inform coloniality. Taken together, these contributions inform the concept of decolonizing authenticity.

On the Reflection of Unaccented Length and the Short Neo-Acute in Slavic, the kȍkōt Type Lengthening in Štokavian/Čakavian and Other Issues

This is the sixth instalment in the discussion between Frederik Kortlandt and the author of this article on several problems of historical Slavic accentology. The paper discusses the reflection of pre- and posttonic length (in accentual paradigm a and c) in Western South Slavic and West Slavic, the reflection of the short neo-acute in Kajkavian and Czech, and the kȍkōt ‘rooster’ type lengthening in accentual paradigm c in Štokavian and Čakavian. A few other topics are also shortly discussed – such as the accent of the genitive plural, the *obőrna ‘defence’ type accent, and the Čakavian črnĩna ‘blackness’ and dvorĩšće ‘courtyard’ type accent. Additionally, the paper deals with some issues concerning Kortlandt’s rather problematic methodology, rhetorics, discussion and presentation style.

Desenvolvimento de simulador de baixo custo para o ensino de punção intraóssea na pediatria

Simulators are interactive and dynamic tools that stimulate, encourage new ideas, and instigate knowledge acquisition to support problem solving and decision making. Their use is fundamental in health professionals’ training. This is a technological study for the experimental development of a low-cost prototype for training technical skills in intraosseous puncture, using the methodology of problematization. Intraosseous puncture is a simple procedure, quick to perform, and with a high success rate, all advantageous characteristics in emergency facilities. In recent years, it was observed that prior training in simulators for patient safety was required, making it essential in quality professional training. It is concluded that the model presented becomes feasible in teaching of intraosseous puncture procedure as it allows this skill training in a safe and low-cost way.

Impact of an educational intervention in the management of individuals with uncontrolled type 2 diabetes mellitus using insulin therapy

ObjectiveTo investigate the effects of problematizing intervention in the treatment of individuals with type 2 diabetes mellitus. MethodologyA randomized clinical trial was conducted in 41 patients ages 18 to 64 with type 2 diabetes who were treated with insulin and had glycosylated hemoglobin greater than 7.0%. The mean age of participants was 55.9 (SD = 5.49). A high percentage of patients had comorbidities such as hypertension (92.7%), dyslipidemia (68.3%), overweight (95%), retinopathy (41%), and neuropathy (39%). The patients in the intervention group participated in 6 educational groups using problematization methodology, whereas the patients in the control group attended only routine consultations. Sociodemographic, clinical, behavioral, and lifestyle variables were assessed. ResultsAfter 6 months of follow-up, no statistically significant difference in glycemic control and anthropometric parameters was observed between participants in either study group. The intervention group showed an increase in knowledge about the disease, and an improvement in total cholesterol and uric acid levels. ConclusionThe use of a problematizing intervention provided an improvement in behavioral as well as specific clinical parameters, compared to routine diabetes care. However, longer follow-up time for these patients could bring benefits regarding glycemic control.

How do business group affiliated firm in emerging markets outperform standalone firms? A knowledge-based view

PurposeThis study seeks to understand how business group-affiliated firms perform in emerging markets. Previous studies identify that in spite of changes in the competitive landscape, seemingly counter-intuitively, business group affiliates outperform their standalone counterparts in emerging markets. This study adopts a knowledge-based view to resolve this apparent paradox.Design/methodology/approachThis study uses a problematization methodology to qualitatively analyze the strategic decisions of Indian business group-affiliated firms. This study cross-validates their analysis with the empirical results available in published academic and practitioner articles.FindingsPrevious studies explain this outperformance paradox based on assumptions that include filling institutional voids, access to strategic resources and leveraging political connections. By questioning these assumptions, this study identifies an alternative explanation that is based on affiliates’ ability to adopt a strategic approach that balances knowledge capital acquired through international expansion and innovation.Practical implicationsThe findings have important implications for managers of business group-affiliated firms in emerging markets, as well as for those in developed markets seeking to compete or collaborate in emerging markets.Originality/valueThis study provides a framework for managers of business group affiliates to identify suitable pathways to higher levels of competitive advantage.

A Bevy of Biases

This article is in response to and in broad support of Philip Ewell’s keynote talk, “Music Theory’s White Racial Frame,” given at the 2019 Annual Meeting of the Society for Music Theory, and essay, “Music Theory and the White Racial Frame” (".fn_cite_year($ewell_2020)."). In his address and its companion essay, Ewell notes how the repertoire we study and teach, as well as the theories we use to explain it, are manifestations of whiteness. My article will show, first, that the repertory used in the development of theories of harmony and form, as well as (and especially) music theory pedagogy comprises a small, unrepresentative corpus of pieces from the so-called “common practice period” of tonal music, mostly the music of Bach, Haydn, Mozart, and Beethoven, and only a small subset of their output. We (mis)use this repertory due to a combination ofimplicit biasesthat stem from our enculturation as practicing musicians,explicit biasesthat stem from broadly held aesthetic beliefs regarding the status of “great” composers and particular “masterworks,” andconfirmation biasesthat are manifest in our tendency to use only positive testing strategies and/or selective sampling when developing and demonstrating our theories. The theories of harmony and form developed from this small corpus further suffer fromoverfitting, whereby theoretical models are overdetermined relative to the broader norms of a musical practice, and from our tendency to conceive of our theoretic models in terms of tightly regulated “scripts” rather than looser “plans.” For these reasons, simply expanding our analytic and/or pedagogical canon will do little to displace the underlying aesthetic and cultural values that are bound up with it. We must also address the biases that underlie canon formation and valuation and the methodologies that inherently privilege certain pieces, composers, and repertoires to the detriment of others. It is thus argued that working toward greater equity, diversity, and inclusion in music theory goes hand in hand with addressing some of the problematic methodologies that have long plagued our discipline.

Inter-sectorial network for assisting women in situations of violence: handicraft work built by the people.

to discuss the meanings attributed by professionals to the construction of the service network for women in situations of violence. Convergent Care Research developed with the application of a convergence group with 32 participants from the health, social assistance, or public security sectors, in Santa Maria, Rio Grande do Sul. The data was produced during ten meetings, based on the problematization methodology, and submitted to analysis of thematic content and interpreted with the referential of networks. the construction of the network is an artisanal work carried out by people continuously, permeated by bonds, communication and partnerships between services and knowledge of work processes. Lashings require permanent movement. building a network implies defining intertwining lines; form nodes that create cross-sector connections. There is a need to institutionalize processes through care continuity protocols, associated with an efficient communication system between sectors.

METODOLOGIAS ATIVAS E PORTFÓLIOS AVALIATIVOS: O QUE DIZEM AS PESQUISAS NO BRASIL SOBRE ESSA RELAÇÃO?

ABSTRACT: This qualitative research is an integrative systematic review of Brazil's scientific production, considering peer-reviewed articles in the educational field. It aimed to answer the question: what is the relationship between active methodologies and the use of portfolios as an assessment procedure? The objective was to investigate the relationship between theory and practice from a complex view of education. We collected data from the platforms of Capes, Scielo and Redalyc platforms. We initially found 115 articles, after treatment with inclusion and exclusion criteria, we obtained 25 publications for final analysis. We found that active methodologies and portfolios are primarily applied in health education in undergraduate degrees. We identified three central relations: legal, educational and pedagogical. Besides evaluation, the portfolio has a status of teaching-learning method and a reflexive attribute when connected to the problematization methodology. As an innovative perspective of the pedagogical practice, they are based on a concept of education based on the complexity paradigm allied to transformative education.

Contributions of the History and Philosophy of Science and Methodology of Problematization to the Public Health Policies teaching and their connection with the Environment

This paper aims to report and analyze a pedagogical practice developed for Public Health Policies teaching in a course held at the Federal University of Lavras, in the first semester of 2018. For the development of this paper, a class was created and taught in a Public Health Policies teaching course based on the History and Philosophy of Science and Problem-solving Methodology, seeking to understand how these pedagogical strategies contribute to the teaching of this theme and its connection with the environment. At the end of the class, students were asked to evaluate the practice, pointing out the strengths and points to be improved. These feedbacks were organized and analyzed qualitatively through the Content Analysis and, later, were discussed. The results of the analyzes indicate that Environmental Education cannot be conservative of social conditions, but rather present the connection between man and nature, highlighting the link between the exploration of nature and the production of goods. In addition, the History and Philosophy of Science, starting with questions about the reality of students, can enhance the teaching-learning process, since it can avoid fragmentation of knowledge, allowing an approximation of students to scientific knowledge and its social use.