Problematization methodology: a possibility for the development of critical-reflective competences in traditional curricular contexts

• Autor(a) principal: Teo, Carla Rosane Paz Arruda
• Data de Publicação: 2019
• Outros Autores: Borsoi, Aline Tecchio, Ferretti, Fátima
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Educação
• Texto Completo: https://revistaseletronicas.pucrs.br/ojs/index.php/faced/article/view/29602
• topic: Activity learning. Higher Education. Activity methods.; Aprendizagem ativa; Educação superior; Metodologias ativas; Aprendizaje activo. Enseñanza superior. Método activo.

The objective of this article is to socialize a teaching-learning situation based on problematization in higher education in health. The socialized situation was developed with a group of 36 students from a Nutrition Course in Santa Catarina state, with a traditional pedagogical organization. The methodology of the problematization with the Maguerez arch was adopted. The students, in a discipline of 40 class hours, were divided into groups, choosing a portion of reality to carry out the activities, mediated by the teacher’s weekly tutoring. We believe the students have developed world-reading skills, mobilized knowledge, and articulated theory and practice. We conclude the methodology contributed to the development of critical-reflexive skills, autonomy, and teamwork, representing a significant learning opportunity of viable application in traditional curricular contexts.