Metodologias ativas de aprendizagem na formação em saúde: uma revisão de literatura

Abstract

The Sanitary Reform movement emerged in the early 1970s, referencing the set of ideas regarding changes and transformations required in the health area. From this movement, health came to be considered a right of all and duty of the state, presenting the need for changes not only in the system, but throughout the health sector, in the search for improvements in the living conditions of the population. Faced with the need to qualify health services, it is imperative to make health professionals more qualified to work in the health care model of the Unified Health System (SUS), respecting its principles and guidelines, so that they adopt a humanized and welcoming attitude. The purpose of the present study was to identify the use of active learning methodologies in health education, since the theme corroborates what has been advocated since the first National Health Conferences, taking shape as the discussion widens human resources in health. The present research, through a systematic review, aims to understand the application of active learning methodologies in health training in the period from 2011 to 2017. It seeks to identify the experiences regarding the application of active learning methodologies in health training; to describe the active methods that are used in health education and to understand the potential of using active methodologies to change the attitude of those involved in the teaching-learning process. The studies pointed out that the use of active learning methods has provided new meaning for the critical and reflexive posture of the subject and, consequently, the profile change of the health professional. the pedagogical principles adopted, defended and widely disseminated in the documents on health education can be expressed by the precepts of "meaningful learning", "facilitating teacher" and "learning to learn", gathered in the "active methodologies"; they have theoretical roots grounded in non-directive pedagogies, backed by the ideals of the New School. The focus of the changes in health professional training in Brazil began to emphasize the interaction between teaching and service and active and meaningful learning, with the student as the center and the teacher as a facilitator, in addition to the adoption of teaching methods based on re- problem solving, among which the best known and cited in the articles were the Problem-Based Learning and Problem-Based Methodology. The use of these new methodologies has mobilized teachers in the constant search to break paradigms and seek a critical and reflective look within their teaching practice. The present research demonstrated that the challenges for the effective implementation of the objectives proposed by the DCCs need to be expanded and discussed in both the educational spaces and health spaces.

The Sanitary Reform movement emerged in the early 1970s, referencing the set of ideas regarding changes and transformations required in the health area. From this movement, health came to be considered a right of all and duty of the state, presenting the need for changes not only in the system, but throughout the health sector, in the search for improvements in the living conditions of the population. Faced with the need to qualify health services, it is imperative to make health professionals more qualified to work in the health care model of the Unified Health System (SUS), respecting its principles and guidelines, so that they adopt a humanized and welcoming attitude. The purpose of the present study was to identify the use of active learning methodologies in health education, since the theme corroborates what has been advocated since the first National Health Conferences, taking shape as the discussion widens human resources in health. The present research, through a systematic review, aims to understand the application of active learning methodologies in health training in the period from 2011 to 2017. It seeks to identify the experiences regarding the application of active learning methodologies in health training; to describe the active methods that are used in health education and to understand the potential of using active methodologies to change the attitude of those involved in the teaching-learning process. The studies pointed out that the use of active learning methods has provided new meaning for the critical and reflexive posture of the subject and, consequently, the profile change of the health professional. the pedagogical principles adopted, defended and widely disseminated in the documents on health education can be expressed by the precepts of "meaningful learning", "facilitating teacher" and "learning to learn", gathered in the "active methodologies"; they have theoretical roots grounded in non-directive pedagogies, backed by the ideals of the New School. The focus of the changes in health professional training in Brazil began to emphasize the interaction between teaching and service and active and meaningful learning, with the student as the center and the teacher as a facilitator, in addition to the adoption of teaching methods based on re- problem solving, among which the best known and cited in the articles were the Problem-Based Learning and Problem-Based Methodology. The use of these new methodologies has mobilized teachers in the constant search to break paradigms and seek a critical and reflective look within their teaching practice. The present research demonstrated that the challenges for the effective implementation of the objectives proposed by the DCCs need to be expanded and discussed in both the educational spaces and health spaces.