ABSTRACT
Trata-se de um estudo sobre prática da educação em saúde, com ênfase no autocuidado bucal e fundamentado nas Metodologias Ativas de Ensino-Aprendizagem (MAEA). As metodologias ativas possuem, dentre suas características, o deslocamento do protagonismo do educador para o educando, incentivando a sua inserção como principal responsável pela sua aprendizagem. Objetivou interagir, debater e promover a saúde e o autocuidado, com destaque na saúde bucal, de acordo com a realidade do grupo de adolescentes no contexto do Sistema Único de Saúde. O estudo foi desenvolvido por meio de duas oficinas, totalizando a participação de 40 adolescentes, em dias distintos e sequenciados. Centrou-se na reflexão do cotidiano, nos interesses, necessidades e nos contextos social e cultural dos adolescentes, buscando estimular um processo de desconstrução/construção de conhecimentos, propiciando a busca de novos e diferentes saberes. A experiência da prática educativa relatada recebeu avaliação positiva na percepção de seus educandos, bem como facilitou o diálogo e a interação entre os mediadores e adolescentes. Verificou-se a participação intensa dos adolescentes durante as oficinas e a reflexão crítica sobre o cuidado em saúde, ligada aos problemas da vida. A prática educativa promoveu a construção de possibilidades compartilhadas ao lidar com adversidades cotidianas e conflitos familiares, pois revelouse exitosa e repleta de potencialidades crítico-reflexivas na tomada de decisão em saúde, segundo a visão dos adolescentes (AU).
This study addressed the practice of health education, with emphasis on oral self-care and based on Active Teaching-Learning Methodologies (ATLM). The active methodologies present, among their characteristics, displacement of protagonism from the educator to the student, encouraging their insertion as the main responsible for their learning. It aimed to interact, discuss and promote health and self-care, with emphasis on oral health, according to the reality of the group of adolescents within the context of the Brazilian Unified Health System. The study included two workshops, involving participation of 40 adolescents, on different and sequenced days. It focused on the reflection of daily life, interests, needs and the social and cultural contexts of adolescents, aiming to stimulate a process of deconstruction/construction of knowledge, providing the search for new and different knowledge. The reported experience of educational practice was positively evaluated in the perception of students, and facilitated the dialogue and interaction between mediators and adolescents. There was intense participation of adolescents during the workshops and critical reflection on healthcare, related to life problems. The educational practice promoted the construction of shared possibilities in dealing with daily adversities and family conflicts, as it proved to be successful and full of criticalreflexive potentialities in health decisionmaking, according to adolescents' standpoint (AU).
Subject(s)
Humans , Male , Female , Adolescent , Public Policy , Oral Health , Health Education , Problem-Based Learning/methods , Integral Healthcare Practice/methods , Qualitative ResearchABSTRACT
En este artículo se realiza una valoración sobre uno de los aspectos más importantes del proceso docente, el aprendizaje. Para ello se considera el Enfoque Cognitivo como sustento de una tendencia pedagógica desarrollada en el siglo XX que puede ser utilizada por estudiantes y profesores de enfermería para la construcción del conocimiento; se parte de diversas corrientes, entre ellas las más difundidas: el procesamiento de la información y el constructivismo, las cuales son abordadas en síntesis en nuestro trabajo. Aparecen las limitaciones fundamentales, que a nuestro juicio, subyacen en las concepciones psicopedagógicas de esta tendencia y que obstaculizan la formación integral de los estudiantes de enfermería, pues toman como pivote que lo importante es que el profesor sea capaz de identificar fundamentalmente los elementos cualitativos que permiten conocer las estructuras del conocimiento y los procesos que lo generan. Se concluye que entre los aspectos a considerar para el diseño de estrategias didácticas que contribuyan a la formación integral del profesional de enfermería se encuentran: tener en cuenta como punto de partida el nivel de desarrollo y de conocimientos del estudiante, identificar su carácter activo en la adquisición de conocimientos, considerar al objetivo como categoría rectora de la enseñanza; asumir el importante papel que juega el diálogo constructivo con la influencia del grupo, la familia y la sociedad; así como el desarrollo de estrategias de aprendizaje que deben ser adquiridas por el estudiante, desde los puntos de vista cognitivo y afectivo(AU)
In this paper authors made a assessment on one of the most important features of teaching process, the learning. Thus, Cognitive Approach is considered as a support for educational trend developed in XX century that may be used by Nursing students and professors for knowledge acquisition; starting from distinct trends, among them the more spread: processing of information and construction process, which are approached in short in our paper. In our opinion, there are fundamental limitations underlying in psychopedagogical conceptions of this trend, and hampering integral formation of Nursing students, who have the premise of the most important is that professors be able of to identifies mainly qualitatives elements allowing to know structures of knowledge and its processes. Wu conclude that among features to be considered for design of didactic strategies contributing to integral training of Nursing professional, are: to take into account as starting point level of development and knowledge of student; to identify its active disposition in acquisition of knowledges; to consider the goal as head category of teaching; to assume significant role of constlructive dialogue in group influence; family and society; as well as learning strategies that must to be achieved by student; from the cognitive and affective point of view(AU)
