Promoção de metodologias ativas pelo professor universitário atuante na área da saúde

Abstract

Active methodologies are teaching strategies that encourage proactivity and personal improvement, moving from learning to memorization for self-training learning and promoting the articulation of learning for autonomy, criticism and interaction. Assuming that the teacher must assume an investigative posture, reflective in their own practice, as they start from the conception of the subject who learns, the guiding question that is established for this thesis was: what is the applicability of active methodologies in the teacher's teacher education university working in the health field? Along with this issue, the objective is to analyze how the university professor, working in the health area, promotes active methodologies in their pedagogical practice. This study was carried out at a private Higher Education Institution, located in the city of Ponta Grossa - Paraná. In this institution, it was decided to choose the health area as the object of study, because it comprises six undergraduate courses, all in the on-site modality. Therefore, the guiding theoretical framework used in this thesis was developed through a literature review that dealt with teaching knowledge and pedagogical training in the area of health and active methodologies, namely: hybrid teaching, inverted classroom and problem-based learning. The main authors used were Mizukami (1986), Shulman (1987; 2014; 2016), Berbel (1998; 2011), Nóvoa (2009), Gauthier (2013), Tardif (2014), Valente (2014), Bacich e Moran (2015), Bacich, Tanzi Neto e Trevisani (2015), Horn e Staker (2015), Munhoz (2015), Mattar (2017) e Gatti (2019). In light of the diagnosis revealed at the time of the study carried out with the professors of the researched institution, the educational product was designed, which was called the Didactic Guide for Teacher Education in the area of health: active methodologies in higher education. The educational product is aimed at training teachers in relation to active methodologies with a view to generating practical knowledge aimed at solving specific problems with teachers. In this scenario, video classes were developed aimed at active methodologies with the following themes: (i) hybrid teaching; (ii) inverted classroom and (iii) problem-based learning. Given this study, it is concluded that the continuing education of teachers through active methodologies promotes the personal and professional development of teachers, and this development process can be individual or in a team, involves experiences and learning through which teachers can acquire or improve your knowledge.