Objective: To reflect how active learning teaching methodologies are important strategies for teachers to work on education in values in nursing graduation. Method: It is a reflection, therefore, as theoretical reference it was used the productions of the Group of Research of Moral Education of the University of Barcelona (Spain). Results: Active methodologies contribute to create conditions that enhance moral sensitivity, situations that allow the living of moral conflicts, stimulating dialogue and scenarios that allow the recognition of difference, favoring the construction of consensus. There are numerous strategies of active methodologies that contribute to the moral formation of the individual, but this article will focus on the main forms problema based learning (PBL) and the methodology of problematization. Final considerations and implications for practice: It becomes indispensable to transform theoretical foundations on education in values into viable pedagogical practices for their implementation in nursing curricula.

Resumo Este estudo propõe identificar que valores morais os estudantes de medicina consideram importantes para sua formação e que valores a universidade tem promovido durante a graduação. Trata-se de estudo quantitativo, descritivo e transversal com 153 estudantes de universidade pública do estado do Rio de Janeiro. Os participantes consideraram respeito, responsabilidade, paciência e humildade como os valores morais mais importantes para a formação médica, e responsabilidade, respeito, paciência e prudência foram apontados como os mais estimulados durante a graduação. Os estudantes reconhecem a importância da educação moral para a formação profissional e se mostram sensíveis ao tema. Por conseguinte, é necessário capacitar docentes e instituir educação permanente para que a formação moral não seja produto da casualidade ou continue à margem dos currículos.

Objective: to compare the moral values that nursing teachers and students consider important for vocational training with those they believe are promoted throughout undergraduate study. Method: a qualitative research; an ethnographic study conducted at a public nursing school in the state of Rio de Janeiro, in 2018, involving 40 interviews with teachers and students and a participant observation phase. Results: the moral values that teachers and students consider important for vocational training, as well as those that are promoted, converge on prudence, respect, responsibility, and empathy. It is noteworthy that the knowledge was much cited by the respondents and this article interpreted it as prudence. However, in relation to the values promoted during undergraduation, students warn that these are stimulated when referring to the binomial student-user of health, because they do not feel to the same intensity the presence of these moral values in the teacher-student relationship. Conclusion: a powerful strategy for teaching about moral values is to promote the care of their own students, teachers and staff. In this way, mismatches are avoided between what is said and what is done by experiencing values such as prudence, respect, responsibility and empathy within interpersonal relationships and in the daily life of the school.

Introduction: Due to the suspension of face-to-face activities during the COVID-19 pandemic, Higher Education Institutions had to discuss and plan alternative actions in an attempt to readequate themselves to emerging educational demands in order to offer remote accessibility to the academic community and, consequently, reduce social and digital exclusion. Development: Having that in mind, this article aims at offering a reflection on the teaching of bioethics under the perspective of social justice and education. Within this context, the students’ socioeconomic profile cannot be ignored in the planning of online education, since it directly affects students’ accessibility to academic activities through the use of computers and the internet. Therefore, this article proposes the use of moral intelligence skills as learning goals, in addition to revising and contextualizing pre-existing problems prior to the new reality of didactic contents. Moreover, it proposes a reflection on how bioethics may contribute to the discussions on the increase in social inequalities during this moment of crisis. Conclusion: The reflections presented in this article can be used in both remote, face-to-face and hybrid teaching contexts.

Introdução: Pensando em cuidados paliativos como uma abordagem que promove a qualidade de vida de pacientes e seus familiares, que enfrentam doenças que ameacem a continuidade da vida através da prevenção e alivio do sofrimento, faz-se necessário trazer essa discussão para a formação de profissionais na área de saúde, os alunos sabem o que é cuidado paliativo? Objetivos: Avaliar o conhecimento dos graduandos de enfermagem de instituição privada de ensino do estado do rio de janeiro sobre cuidados paliativos. Material e Métodos: a pesquisa foi divulgada por meio de um cadastro previamente realizado nos grupos de e-mail e mensagens eletrônicas, os sujeitos da pesquisa foram alunos do 9º e 10º período de enfermagem dessa instituição de ensino e a pesquisa foi distribuída em formato digital. As questões foram realizadas por meio de um formulário eletrônico Google docs, contendo as perguntas: abertas, fechadas e escalonadas. Resultados : os resultados foram gerados por intermédio de uma análise estatística simples, onde foi concluído, que os sujeitos da pesquisa são predominantemente mulheres visto que 71,4 % dos entrevistados são do sexo feminino, podemos estabelecer nessa pesquisa que são jovens de 20 a 30 anos, pois correspondem a 82% dos entrevistados, ficando 57% destes dedicados somente aos estudos. O termo cuidados paliativos possui maior ocorrência em duas disciplinas especificas e destacadas pelos integrantes da pesquisa, fisiologia e os mecanismos das doenças sendo responsável por 21% e a disciplina de bases fundamentais da enfermagem detém 21% da matriz de conhecimento, entendemos que mesmo sendo disciplinas do terceiro semestre do curso de enfermagem, são apontadas como disciplinas que tiveram o assunto abordado e discutido em sala. Conclusão: diante do exposto concluímos que o tema cuidados paliativos poderia ser mais discutido na grade curricular, a fim de fornecer conteúdo mais significativo e dessa forma, obter um melhor aproveitamento por parte dos graduandos a essa temática e aplicabilidade a sua prática profissional.

Introduction: Due to the suspension of face-to-face activities during the COVID-19 pandemic, Higher Education Institutions had to discuss and plan alternative actions in an attempt to readequate themselves to emerging educational demands in order to offer remote accessibility to the academic community and, consequently, reduce social and digital exclusion. Development: Having that in mind, this article aims at offering a reflection on the teaching of bioethics under the perspective of social justice and education. Within this context, the students’ socioeconomic profile cannot be ignored in the planning of online education, since it directly affects students’ accessibility to academic activities through the use of computers and the internet. Therefore, this article proposes the use of moral intelligence skills as learning goals, in addition to revising and contextualizing pre-existing problems prior to the new reality of didactic contents. Moreover, it proposes a reflection on how bioethics may contribute to the discussions on the increase in social inequalities during this moment of crisis. Conclusion: The reflections presented in this article can be used in both remote, face-to-face and hybrid teaching contexts.