Active Methodologies in the Critical Education of Master’s Students in Nursing

Abstract

Introduction: This study is aimed at sharing experiences in the use of active methodologies in the formation of nursing teachers. Materials and Methods: A descriptive narrative study was conducted based on Paulo Freire’s critical pedagogy, in which the experience of the teachers of a stricto sensu postgraduate program is described in the use of active and innovative methodologies in the classroom. Two strategies were used to assist the teaching-learning process, namely: dynamics and musical parody. Results: When using the flower dynamics and musical parody as a basis for discussing the content, the target audience perceived greater attention, as well as greater participation in the construction of knowledge. Discussion: Based on the implementation of activities, dynamics and parodies may be considered effective as an individual process of construction through different forms of interaction with the environment/content, promoting critical awareness. Both aroused students’ curiosity and interest, encouraging them and facilitating the learning process. The development of creative sense-making and the stimulation of affective and cognitive processes took place. Conclusions: Finally, it may be concluded that the use of active methodologies in strictu sensu postgraduate programs promotes participation, discussion, understanding of more complex content and learning, and these can be used, provided that contents, room, methodology, audience and availability of resources required to implement plans are taken into account.

Como citar este artigo: Sobral JPCP, Viana MER, Lívio TA, Santos AG, Costa BGS, Rozendo CA. Metodologias ativas na formação crítica de mestres em enfermagem. Rev Cuid. 2020; 11(1): e822. http://dx.doi.org/10.15649/cuidarte.822