Metodologias Ativas De Ensino/Aprendizagem: Dificuldades De Docentes De Um Curso De Enfermagem

Abstract

Resumo O estudo objetivou identificar as dificuldades vivenciadas pelos docentes na implementação de metodologias ativas no curso de graduação em enfermagem de uma instituição federal localizada no Rio Grande do Norte. Tratou-se de pesquisa exploratório--descritiva com enfoque qualitativo. As entrevistas semiestruturadas foram aplicadas a vinte sujeitos nos meses de agosto e setembro de 2011 e, posteriormente, analisadas seguindo pressupostos da análise de conteúdo. As principais adversidades elencadas pelos sujeitos da pesquisa foram agrupadas em três categorias de análise: problemas curriculares como empecilho para a aplicação de metodologias ativas de ensino/aprendizagem; resistência do docente em implementar metodologias ativas de ensino/aprendizagem; e dificuldade de compreensão da aplicabilidade das metodologias ativas de ensino/aprendizagem na prática docente. Diante de tais dificuldades, fez-se necessário introduzir novas formas de organizar e produzir o conhecimento, uma vez que a utilização de metodologias ativas poderia favorecer a formação de sujeitos com visão ampliada de saúde, ativos e comprometidos com a transformação da realidade. Compreender a utilização de metodologias ativas é fundamental para atender aos pressupostos do paradigma educacional contemporâneo. Palavras-chave educação; metodologias ativas; ensino de enfermagem; formação do enfermeiro. AbstractThe study aimed to identify the difficulties experienced by faculty in the implementation of active methodologies in the undergraduate course in nursing at a federal institution in the state of Rio Grande do Norte, Brazil. This was an exploratory and descriptive survey using a qualitative approach. The semi-structured interviews were applied to twenty subjects in August and September 2011 and, subsequently, analyzed pursuant to content analysis assumptions. The main adversities listed by the research subjects were grouped into three analysis categories: Curricular issues as an impediment to the application of active teaching/learning methodologies; professor resistance to the implementation of active teaching/learning methodologies; and difficulty in understanding the applicability of active teaching/learning methodologies in the teaching practice. Faced with such difficulties, it was necessary to introduce new ways to organize and produce knowledge, since the use of active methodologies could favor the training of subjects with an enhanced view on health who are active and committed to the transformation of reality. Understanding the use of active methodologies is critical to meeting the assumptions of the contemporary educational paradigm.

Nurse training in health in different regions in Brazil

“…Intervene in this process of professional naturalization demands a systematized reflection based on the deconstruction of the experience. 20 A study identified as common obstacles to apply new methodologies in the influence of the conservative methods that generates the resistance of some professionals to accept other pedagogical concepts; the rigidity of the institutions and health services; and the unknown pedagogical theories. 21 The lack of time is justified by the professors' excessive functions -which involve lesson planning, monitoring the student in the internship, targets in scientific production and so on, -these were also pointed out by the coordinators from public institutions as limited development on new teaching methods.…”

“…Similar results were found in a study with professors from a nursing course in the Northeast. 20 To encounter this reality, how to build collective pedagogical projects and to form different teaching organization using active methodologies since these tasks require time, dedication and institutional affiliation? 6 how to break the fragmented curriculum structure and develop one that is, in fact, interdisciplinary, cross-sectional and able to subsidize the development of skills in the needed competence to encounter with the social reality presented to the nurses in their daily work?…”

Macro and micropolitics recontextualization of an integrated curriculum: experienced itinerary in nursing undergraduate

“…31,32 The implementation of the integrated curriculum by teachers implies changing the crystallized territories of knowledge, the identity of the social actors involved and their practices, considering that the translation of the PPC into teaching practice is through its personalization in teachers. 33 In the translation of the integrated curriculum there is an adaptation process, the result of which is not copying but the recontextualization of the curriculum, aligning it with the experiences and values of the teacher.…”

Programa de Aprimoramento e Revitalização do Conhecimento na Enfermagem e Saúde

“…A inclusão de estratégias pedagógicas destinadas à aquisição de conhecimentos com base na realidade favorece a aproximação entre teoria e prática dos futuros profissionais em prol de uma visão crítica de se trabalhar com problemas reais. Portanto, observa-se que o contexto atual requer a formação de enfermeiros ativos, críticos, reflexivos e criativos 14 .…”

“…Associar o pensar e o fazer, refletir o teórico e o prático, instigar o questionamento e a controvérsia, são alternativas de superação aos modelos baseados na transmissão vertical de conhecimentos 14 .…”