Making art in teaching: using didactic choreography to break paradigms in health education

• Autor(a) principal: Cardoso, Thaissa Costa
• Data de Publicação: 2022
• Outros Autores: Lopes, Flavio Marques, Dewulf, Nathalie de Lourdes Souza
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Research, Society and Development
• Texto Completo: https://rsdjournal.org/index.php/rsd/article/view/27564
• topic: Ensino; Aprendizagem; Programas de pós-graduação em saúde; Autoaprendizagem como assunto.; Enseñanza; Aprendizaje; Programas de postgrado en salud; Autoaprendizaje como asunto.; Teaching; Learning; Health postgraduate programs; Self-directed learning as topic.

Health education and training requires adequate articulation between methods and contents in the educational process for the development of a critical, reflective, creative, ethical, humanistic and interdisciplinary sense in practice. In this context, didactic choreography is a meaningful learning method capable of breaking this paradigm and promoting adequate training of health professionals to meet the demands of the community. The aim of this manuscript is to report an experience of didactic choreography in a postgraduate course in health. The elaboration of the didactic design was done in four stages: teacher anticipation (innovative methodologies in health education); stimulating the scene (teaching strategies and learning objectives), learning model (meaningful) and learning product (artistic works). The artistic works are presented as a result of the didactic choreography and the achievement of the proposed learning objectives. The learning products went beyond the classroom, breaking the existing paradigm in health education through the correlation between the topics addressed and the political-social context, playful processes and the development of critical thinking.