ACTIVE METHODOLOGIES IN TECHNICAL COURSES IN NURSING: what research says in brazilian postgraduate courses

Detalhes bibliográficos
Autor(a) principal: Daiane Silva Rodrigues, Carla
Data de Publicação: 2024
Outros Autores: Pasqualli, Roberta
Tipo de documento: Artigo
Idioma: por
Título da fonte: Momento (Rio Grande. Online)
Texto Completo: https://periodicos.furg.br/momento/article/view/14959
Resumo: It is considered that active learning methodologies are opposed to traditional teaching methods, focusing on students autonomy and protagonism in their own learning process, while at the same time inviting teachers to diversify their teaching practices. In this direction, the objective of this study is to investigate what the academic/scientific productions carried out in the Brazilian Stricto Sensu Graduate Program on active methodologies say, portraying, more specifically, the technical courses of secondary level in Nursing. The study was constituted from the cataloging and analysis of theses and dissertations available in the Brazilian Digital Library of Theses and Dissertations (BDTD). This is a basic research with a qualitative approach. As for its objectives, it is classified as exploratory and descriptive with technical, documentary and bibliographic procedures. As a result, two central thematic categories were constituted: use of active methodologies in teaching practices and pedagogical preparation of nursing professors, portraying the relevance of pedagogical knowledge beyond the contents and professional practice of Nursing, understood as insufficient for the best use of the educational experience. It is concluded that the research on the theme of active learning methodologies in Stricto Sensu graduate courses, according to the methodological delimitation used, is few and that teaching in technical courses in Nursing requires initial and continued pedagogical preparation.
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spelling ACTIVE METHODOLOGIES IN TECHNICAL COURSES IN NURSING: what research says in brazilian postgraduate coursesMETODOLOGÍAS ACTIVAS EN CURSOS TÉCNICOS EN ENFERMERÍA: lo que dice la investigación en los cursos de posgrado brasileñosMETODOLOGIAS ATIVAS NOS CURSOS TÉCNICOS EM ENFERMAGEM: o que dizem as pesquisas nos cursos de pós-graduação stricto sensu brasileirosEducação Profissional e TecnológicaMétodos de EnsinoPrática CurricularProfessional and Technological EducationTeaching methodsCurricular PracticeEducación Profesional y TecnológicaMétodos de enseñanzaPráctica CurricularIt is considered that active learning methodologies are opposed to traditional teaching methods, focusing on students autonomy and protagonism in their own learning process, while at the same time inviting teachers to diversify their teaching practices. In this direction, the objective of this study is to investigate what the academic/scientific productions carried out in the Brazilian Stricto Sensu Graduate Program on active methodologies say, portraying, more specifically, the technical courses of secondary level in Nursing. The study was constituted from the cataloging and analysis of theses and dissertations available in the Brazilian Digital Library of Theses and Dissertations (BDTD). This is a basic research with a qualitative approach. As for its objectives, it is classified as exploratory and descriptive with technical, documentary and bibliographic procedures. As a result, two central thematic categories were constituted: use of active methodologies in teaching practices and pedagogical preparation of nursing professors, portraying the relevance of pedagogical knowledge beyond the contents and professional practice of Nursing, understood as insufficient for the best use of the educational experience. It is concluded that the research on the theme of active learning methodologies in Stricto Sensu graduate courses, according to the methodological delimitation used, is few and that teaching in technical courses in Nursing requires initial and continued pedagogical preparation.Se considera que las metodologías activas de aprendizaje se oponen a los métodos tradicionales de enseñanza, enfocándose en la autonomía y el protagonismo de los estudiantes en su propio proceso de aprendizaje, al mismo tiempo que invitan a los docentes a diversificar sus prácticas docentes. En esa dirección, el objetivo de este estudio es investigar qué dicen las producciones académico/científicas realizadas en el Programa de Posgrado Stricto Sensu brasileño sobre metodologías activas, retratando, más específicamente, los cursos técnicos de nivel medio en Enfermería. El estudio se constituyó a partir de la catalogación y análisis de tesis y disertaciones disponibles en la Biblioteca Digital Brasileña de Tesis y Disertaciones (BDTD). Se trata de una investigación básica con un enfoque cualitativo. En cuanto a sus objetivos, se clasifica en exploratorio y descriptivo con procedimientos técnicos, documentales y bibliográficos. Como resultado, se constituyeron dos categorías temáticas centrales: uso de metodologías activas en las prácticas docentes y preparación pedagógica de los profesores de enfermería, retratando la relevancia del saber pedagógico más allá de los contenidos y la práctica profesional de Enfermería, entendidos como insuficientes para el mejor aprovechamiento de la formación experiencia. Se concluye que la investigación sobre el tema de las metodologías activas de aprendizaje en los cursos de posgrado Stricto Sensu, según la delimitación metodológica utilizada, es escasa y que la enseñanza en los cursos técnicos en Enfermería requiere una preparación pedagógica inicial y continua.Considera-se que as metodologias ativas de aprendizagem contrapõem-se aos métodos tradicionais de ensino, voltando-se à autonomia e protagonismo dos estudantes em seu próprio processo de aprendizagem ao mesmo tempo que convoca os docentes a diversificarem suas práticas de ensino. Nesta direção, o objetivo deste estudo é investigar o que dizem as produções acadêmicas/científicas realizadas na Pós-Graduação Stricto Sensu brasileira sobre metodologias ativas retratando, mais especificamente, os cursos técnicos de nível médio em Enfermagem. O estudo foi constituído a partir da catalogação e da análise das teses e dissertações disponíveis na Biblioteca Digital Brasileira de Teses e Dissertações (BDTD). Trata-se de uma pesquisa de natureza básica com abordagem qualitativa. Quanto aos seus objetivos, é classificada como exploratória e descritiva com procedimentos técnicos documental e bibliográfico. Como resultados, constituíram-se duas categorias temáticas centrais: uso de metodologias ativas nas práticas de ensino e preparo pedagógico dos(as) enfermeiros(as) docentes, retratando a relevância do conhecimento pedagógico para além dos conteúdos e da prática profissional de Enfermagem, entendidos como insuficientes para o melhor aproveitamento da experiência educativa. Conclui-se que a pesquisa da temática das metodologias ativas de aprendizagem em cursos de pós-graduação Stricto Sensu, conforme delimitação metodológica empregada, é pouco numerosa e que o ensino em cursos técnicos em Enfermagem demanda preparo pedagógico inicial e continuado.Universidade Federal do Rio Grande2024-01-09info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.furg.br/momento/article/view/1495910.14295/momento.v32i03.14959Momento - Diálogos em Educação; Vol. 32 No. 03 (2023): Dossiê: Educação, migrações internacionais e o contexto brasileiro; 298-316Momento - Diálogos em Educação; v. 32 n. 03 (2023): Dossiê: Educação, migrações internacionais e o contexto brasileiro; 298-3162316-3100reponame:Momento (Rio Grande. Online)instname:Universidade Federal do Rio Grande (FURG)instacron:FURGporhttps://periodicos.furg.br/momento/article/view/14959/10553Copyright (c) 2023 Momento - Diálogos em Educaçãohttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessDaiane Silva Rodrigues, CarlaPasqualli, Roberta2024-02-22T18:21:53Zoai:ojs.periodicos.furg.br:article/14959Revistahttps://periodicos.furg.br/momentoPUBhttps://periodicos.furg.br/momento/oai||momento.educacao@furg.br2316-31000102-2717opendoar:2024-02-22T18:21:53Momento (Rio Grande. Online) - Universidade Federal do Rio Grande (FURG)false
dc.title.none.fl_str_mv ACTIVE METHODOLOGIES IN TECHNICAL COURSES IN NURSING: what research says in brazilian postgraduate courses
METODOLOGÍAS ACTIVAS EN CURSOS TÉCNICOS EN ENFERMERÍA: lo que dice la investigación en los cursos de posgrado brasileños
METODOLOGIAS ATIVAS NOS CURSOS TÉCNICOS EM ENFERMAGEM: o que dizem as pesquisas nos cursos de pós-graduação stricto sensu brasileiros
title ACTIVE METHODOLOGIES IN TECHNICAL COURSES IN NURSING: what research says in brazilian postgraduate courses
spellingShingle ACTIVE METHODOLOGIES IN TECHNICAL COURSES IN NURSING: what research says in brazilian postgraduate courses
Daiane Silva Rodrigues, Carla
Educação Profissional e Tecnológica
Métodos de Ensino
Prática Curricular
Professional and Technological Education
Teaching methods
Curricular Practice
Educación Profesional y Tecnológica
Métodos de enseñanza
Práctica Curricular
title_short ACTIVE METHODOLOGIES IN TECHNICAL COURSES IN NURSING: what research says in brazilian postgraduate courses
title_full ACTIVE METHODOLOGIES IN TECHNICAL COURSES IN NURSING: what research says in brazilian postgraduate courses
title_fullStr ACTIVE METHODOLOGIES IN TECHNICAL COURSES IN NURSING: what research says in brazilian postgraduate courses
title_full_unstemmed ACTIVE METHODOLOGIES IN TECHNICAL COURSES IN NURSING: what research says in brazilian postgraduate courses
title_sort ACTIVE METHODOLOGIES IN TECHNICAL COURSES IN NURSING: what research says in brazilian postgraduate courses
author Daiane Silva Rodrigues, Carla
author_facet Daiane Silva Rodrigues, Carla
Pasqualli, Roberta
author_role author
author2 Pasqualli, Roberta
author2_role author
dc.contributor.author.fl_str_mv Daiane Silva Rodrigues, Carla
Pasqualli, Roberta
dc.subject.por.fl_str_mv Educação Profissional e Tecnológica
Métodos de Ensino
Prática Curricular
Professional and Technological Education
Teaching methods
Curricular Practice
Educación Profesional y Tecnológica
Métodos de enseñanza
Práctica Curricular
topic Educação Profissional e Tecnológica
Métodos de Ensino
Prática Curricular
Professional and Technological Education
Teaching methods
Curricular Practice
Educación Profesional y Tecnológica
Métodos de enseñanza
Práctica Curricular
description It is considered that active learning methodologies are opposed to traditional teaching methods, focusing on students autonomy and protagonism in their own learning process, while at the same time inviting teachers to diversify their teaching practices. In this direction, the objective of this study is to investigate what the academic/scientific productions carried out in the Brazilian Stricto Sensu Graduate Program on active methodologies say, portraying, more specifically, the technical courses of secondary level in Nursing. The study was constituted from the cataloging and analysis of theses and dissertations available in the Brazilian Digital Library of Theses and Dissertations (BDTD). This is a basic research with a qualitative approach. As for its objectives, it is classified as exploratory and descriptive with technical, documentary and bibliographic procedures. As a result, two central thematic categories were constituted: use of active methodologies in teaching practices and pedagogical preparation of nursing professors, portraying the relevance of pedagogical knowledge beyond the contents and professional practice of Nursing, understood as insufficient for the best use of the educational experience. It is concluded that the research on the theme of active learning methodologies in Stricto Sensu graduate courses, according to the methodological delimitation used, is few and that teaching in technical courses in Nursing requires initial and continued pedagogical preparation.
publishDate 2024
dc.date.none.fl_str_mv 2024-01-09
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.furg.br/momento/article/view/14959
10.14295/momento.v32i03.14959
url https://periodicos.furg.br/momento/article/view/14959
identifier_str_mv 10.14295/momento.v32i03.14959
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.furg.br/momento/article/view/14959/10553
dc.rights.driver.fl_str_mv Copyright (c) 2023 Momento - Diálogos em Educação
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2023 Momento - Diálogos em Educação
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Federal do Rio Grande
publisher.none.fl_str_mv Universidade Federal do Rio Grande
dc.source.none.fl_str_mv Momento - Diálogos em Educação; Vol. 32 No. 03 (2023): Dossiê: Educação, migrações internacionais e o contexto brasileiro; 298-316
Momento - Diálogos em Educação; v. 32 n. 03 (2023): Dossiê: Educação, migrações internacionais e o contexto brasileiro; 298-316
2316-3100
reponame:Momento (Rio Grande. Online)
instname:Universidade Federal do Rio Grande (FURG)
instacron:FURG
instname_str Universidade Federal do Rio Grande (FURG)
instacron_str FURG
institution FURG
reponame_str Momento (Rio Grande. Online)
collection Momento (Rio Grande. Online)
repository.name.fl_str_mv Momento (Rio Grande. Online) - Universidade Federal do Rio Grande (FURG)
repository.mail.fl_str_mv ||momento.educacao@furg.br
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