The teaching-learning process in active methodology: teacher’s view in the integrated curriculum and by dialogical competence

• Autor(a) principal: Quaglio Chirelli, Mara
• Data de Publicação: 2017
• Outros Autores: Volpi Nassif, Julia
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: https://doi.org/10.34624/id.v9i3.619

Taking into account the changes in the world of work and the training of nurses in Brazil, as indicatedin the National Curricular Guidelines, in 2001, it is necessary to adopt active methodologies incurriculum construction. The objective was to analyze the teaching-learning process in theintegrated and guided by dialogical competence curriculum in the teachers’ view. Qualitativeresearch was carried out with 20 teachers from the Professional Practice Unit (in Portuguese, theabbreviation is UPP) scenarios, including the Professional Practice and Professional Practice SupportLaboratory (in Portuguese, the abbreviation is APP), through a semi-structured interview. The analysisof content, thematic modality in the analysis and interpretation of the data, was used. We identifiedtwo themes: the active methodology from the practice scenario and the potentials and challengesof practice in active methodology. We verified that teachers adopt the methodology through thepedagogic cycle, in which the facilitator’s ability to be able to manage groups in the pedagogicalcontext is emphasized, to construct the formation process by problematizing the contents from theprofessional practice scenarios, considering the areas of competence of individual and collectivecare, and management for care. In order for this practice to take place, it is essential to agreebetween teaching and service to implement the integrated curriculum and the dialogic matrixof competence. It is important to highlight the need to broaden the research, addressing users’perspectives on the impacts of this form of knowledge construction in the community.