This is a qualitative study, using the 'Do it yourself' method, which aimed to analyze how Problem-Based Learning (PBL) promotes the development of learner's autonomy in the process of learning to learn. The subjects were 16 students and two tutors involved in the discipline. Data collection techniques combined semi-structured interviews, participant observation, log in portfolios, evaluation forms, and audio recording of the tutorials. Data analysis followed interpretation strategies defined by the authors: initial and in depth readings; construction and assembly of meanings' maps; development, description and analysis of empirical categories, in the light of the theoretical framework. The PBL favors the (re)construction of knowledge by the use of prior knowledge and experiences that are shared in small group; through the process of theorization; and by means of relevant knowledge - one that can be applied to practice. We conclude that PBL encourages continuous learning, developing in the student the autonomy in the process of learning to learn.
Study that aimed to understand how the process of training in the Masters of Nursing helped mobilizing scientific knowledge in terms of formal and political aspects, by graduates working in health services. Exploratory qualitative research, conducted at the state capital city of Mato Grosso, in 2012. The subjects were nine graduates, Masters in Nursing. Data were collected through semi-structured interviews, analyzed by using the technique of thematic content analysis, and discussed through the theoretical framework of Institutional Analysis. It was showed that the Masters was a device of the Institution knowledge, strongly instituting, by mobilizing in the educational process, the political quality of knowledge. It was concluded that the master's degree in nursing students who worked in health services,feel more prepared and ready to interfere and qualify their workspaces for the management of scientific, political and ethical knowledge; refined and deepened throughout the process of training in the Masters.
Objective: to investigate aspects of the interaction which occurs between feeling and learning from the perspective of the neurosciences. Method: research with a qualitative approach, of the case study type, undertaken in Brazilian public nursing colleges. The research subjects were lecturers and students. The techniques of use of a questionnaire, individual interviews and a focus group were used in data collection. Results: knowledge of cerebral functioning and the functioning of different structures involved in the learning of cognitive, technical, emotional and relational competences can help the lecturer in her task of teaching. Conclusions: we can outline the difficulties of learning and need, as lecturers, to develop teaching strategies based in the new knowledge from the neurosciences so as to maximize the students' learning. This new knowledge brings elements which contribute to the teacher's training, facilitate the process for the person learning, and make teaching more pleasurable.
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