Metodologias ativas como ferramenta para a formação crítica reflexiva do enfermeiro: percepção dos acadêmicos.

Abstract

The active methodologies of teaching appear as a possibility to innovate the model of health education, using the problematization of reality aiming to instigate the students to develop critical sense on problems so that they can solve them using their pre-existing knowledge, breaking with the banking model of education that still has great influence in courses of Nursing in the country. The objective of this study is to investigate the Nursing students' perceptions about the contribution of the active methodology to a reflexive critical professional formation. This is a descriptive field study with a qualitative approach carried out with 20 Nursing course students from the eighth and ninth semesters of Universidade Federal de Campina Grande/ Centro de Formação de Professores located in the city of Cajazeiras, state of Paraíba, through interviews recorded, guided by a semi-structured formulary. It was established as an inclusion criterion, academics who were enrolled in the Supervised Internship I and II, and as an exclusion those students who were enrolled in elective theoretical subjects and who were not contacted during the period of data collection, which occurred between the months of August and September of 2018. For the data analysis, the software IRAMUTEQ was used, and to categorize it, the method proposed by Laurence Bardin. This study was approved by the Research Ethics Committee under the number - 2,712,430 and complied with Resolution 466/2012 of the National Health Council. The prevalent profile of students in the ninth semester observed is female sex, with an average age of 22.7 years, single, family income of two minimum salaries, of brown color/race. It was evidenced the formation of three categories, namely Category 1 - Academic experience on the use of active methodologies for professional training; Category 2 - Active methodologies for the critical and reflexive formation of the Nurse; and Category 3 - Qualities and weaknesses of the active methodologies and their differences in relation to the traditional teaching methodology. It should be emphasized that methodologies have the power to strengthen the teaching / learning process, since they provide students with the means to problematize the reality in which they live, identify problems and find ways to solve them. However, it is still an unexplored method during the students' training process. The need for teachers to seek an improvement of their teaching methods is re-emphasized, rethinking their posture in the classroom for the purpose of greater interaction with students. It is suggested the development of new studies that address the theme, given the scarcity of recent studies and the relevance that the active methodologies have for the training of professionals with critical and reflexive thinking.