Metodologias ativas de ensino - aprendizagem: análise do projeto pedagógico de um curso de enfermagem na Paraíba.

Abstract

Training in health has been through profound transformations, especially regarding the new methodological approaches. In this study, the objective of analyzing teaching-learning methodologies advocated by the pedagogical project of course (PPC) graduation in nursing of the CFP/UFCG. This is an indirect documentary study with a qualitative approach of exploratory character, choosing the content analysis methodology, by virtue of your analytical character and critical. Selected studies on active methodologies Teaching- Learning published in indexed scientific publications, obtained from electronic search in indexed databases. The analysis of institutional documents revealed that the course's screen methodologically “based on the principles of interactive pedagogy that emphasizes active methodologies of teaching and learning, listing the problematization and teaching based on problems such as the most used technologies ". The literature search revealed, however, that there are currently several innovative teaching methodologies, among them the problematization whit the Arch of Charles Maguerez, Times- based learning and Project – based learning, which may qualify the teaching-learning process in nursing degree. In addition to these methods, there is a method of assessment to confirm that such methodologies are supplying the educational needs of the students, which is called Bloom's taxonomy. Front of the foregoing, it is concluded that the core Structural Teaching must maintain a more effective performance by the didactic – pedagogical and methodological issues of the course of nursing; and the active teaching and learning methodologies can be aggregated to the training itinerary of nursing students of the CFP/UFCG.