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Considering the context of higher education in health, a movement of theorization on active teaching-learning methodologies is presented, seeking to organize a Historical-Cultural theoretical framework for overcoming naive views about them. The theoretical-reflective research was based on the framework of the Vygotsky School. Work was considered as a vital activity, the foundation for active methodologies, and the teaching-learning activity was viewed as a dialectical unity organizing the process of teaching and learning. It is a cognitive, transformative, external/ internal activity, through which subjects appropriate human objectifications, producing and forging superior modes of operating mentally and acting in the world. [ABSTRACT FROM AUTHOR]

The context provided by COVID-19 brought changes in multiple areas, especially in education, in which teachers needed several resources to develop their activities remotely, such as mandalas that, in health education, are configured as folds and gaps that open up in the conception of training and knowledge production. Therefore, this study aims to describe the experience of using formative mandalas in remote education in the light of Freire's pedagogy. This is an experience report lived from a discipline taught in a public health program at a university in northeastern Brazil during the months of August and September 2020. The discipline had nine virtual meetings, three of which mandalas were used as a teaching strategy. The mandalas proved to be relevant to the teaching-learning process, providing opportunities for debates and reflections with the concepts imbricated in it, presenting peculiarities and differentiating from each other by their characteristics. Through them, it became possible to externalize feelings, knowledge, academic and professional experiences, in addition to crossing with Freire's pedagogy. It is necessary that experiences like this become disseminated in different teaching scenarios, propagating strategies that facilitate learning with reflection and commitment in order to transform realities. [ABSTRACT FROM AUTHOR]

The Multiprofessional Residency in Health is a type of in-service training that is based on learning technical and relational attributes through daily practice, with a view to improving the SUS. This study aims to understand the expectations of multiprofessional residents and compare them with the perceptions of graduates. The qualitative method was used and, for data production, a non-directive interview was conducted with 12 freshmen and a focus group with seven graduates. The newcomers' reports generated a general category "expectations", from which four subcategories were unveiled: personal, professional, relational, structural / organizational. The perceptions produced by the graduates showed that expectations regarding theoretical knowledge, multidisciplinary work, relationship with residents of the MRH, with professionals and tutors were below expectations. Expectations regarding professional preparation and selfconfidence, practical knowledge, insertion in the labor market, workload and hospital infrastructure were met over the course of two years of this type of postgraduate degree. Knowledge of residents' expectations and perceptions allows for an assessment of the Residency and can provide opportunities for improvements in the planning and execution of teaching, and, consequently, in the quality of the program. [ABSTRACT FROM AUTHOR]

Discussions about teaching and learning processes in health professional training have been broadened, particularly on the use of active methodologies, in view of the transformations of contemporary society and the increasingly frequent use of technologies. The objective of this study is to describe the use of active methodologies in the nursing training process from the perspective of students at a Private Faculty, in the North of Minas Gerais. This is an exploratory, descriptive and quantitative research, in which data were collected through a structured questionnaire, applied with the aid of an online tool. 111 students responded to the questionnaire that met the inclusion criteria and consented to their participation through the Informed Consent Form. Data analysis and interpretation were performed with the aid of the Excel 2010 computer applic ation and later articulation with the consulted literature. The results of this study reveal a positive perception regarding the use of active methodologies in the Nursing course at this institution, which demystifies the idea that students are resistant to the use of new methodological strategies. Invest in methodologies that give students autonomy, criticality, proactivity; that develop the capacity to reflect and intervene on reality, it is necessary and urgent. In this context, active methodologies represent a potential for innovation in Health Education. [ABSTRACT FROM AUTHOR]

Objective: The systematization of nursing care is a methodology in order to organize and make nursing care oriented by scientific principles. The expanded clinical assistance presupposes a singular personal approach through an integral, interdisciplinary and shared practices. This essay reflects on the challenges which these two perspectives bring to innovate the mental health education, intending to identify theoretical intersections and counterpoints and also its appropriation by mental health nurses. The articulation between these two approaches expand the working perspective of the nurses in favor of the patient, valuing their potentialities, making the care process more dynamic, interactive and supportive. The main challenge of mental health nursing education is to take the students to learn how to act in uncertain scenarios by professional, systematic, creative, autonomous-dialogical practices which also take them to their professional development considering interdisciplinary work. [ABSTRACT FROM AUTHOR]

This study aims to verify the perceptions of nursing students about the use of digital technologies in the classroom in a Higher Education Institution in the interior of Rio Grande do Sul, Brazil. This is a descriptive and exploratory study with a qualitative approach. Thirty-one students participated in the discipline of Professional Exercise, part of the specific curriculum of the nursing undergraduate course. Data were collected through the classroom application of a structured questionnaire, with four questions about the subject. For the data analysis, we used the Content Analysis theorized by Bardin, for which four categories were listed: The teacher and his technologies: the students' perceptions about the use in the classroom; Opportunities for the use of technologies in the classroom: the teacher's practice based on students' perceptions; Teaching and technologies: students understand their relationship; Training in nursing and the use of technologies: intersections on the labor market. Based on the data analysis, it is possible to infer that there were two positions in relation to the students, those who perceive the use of technology as something important in everyday life and others who, on the contrary, do not use it so deeply for their learning. [ABSTRACT FROM AUTHOR]

The professional training in health, historically, has been based on traditional teaching methods, based on a content and technical formation. However, in the last decades, it has been discussed about the efficiency of this model in training professionals with a reflexive critical spirit, able to solve problems in their reality, as provided by the National Curricular Guidelines (DCNs). In this context, discussions on the use of active methodologies in professional health training are open. The objective of this study is to analyze the scientific production on the use of active methodologies in professional training in health. It also intends to briefly discuss the training and performance of the health teacher. This is a narrative review based on the bibliographic research in scientific articles indexed in the Scielo, Capes Periódicos, books, public documents and other scientific publications available online. Literature has been reported to the active methodologies as a relevant strategy in Health Teaching, capable of stimulating in the student the autonomy, the reflection, the criticity, and the capacity to solve impasses, bringing the theoretical and technical knowledge of reality. Despite the growing movement towards the use of these methodologies, a predominance of traditional teaching is evident. The use of active methodologies is still a challenge, since it requires the breaking of paradigms and reveals an absence and / or deficiency in the pedagogical formation of teachers. There is also a shortage of studies that address the assessment aspects as well as the level of satisfaction of health students in the scope of active methodologies. [ABSTRACT FROM AUTHOR]

The purpose of this study is to analyze the use of the problematizing methodology as an evaluation process in the health area. The study field used comprised five students from am elderly care worker vocational course. The observed results describe the difficulty to incorporate the problematizing methodology as an evaluation process in an already structured curriculum. It was found that students still carry a stigma when inquired about evaluations and infer about punitive situations. It was observed that the students understand the importance of the process and made use of it while performing their own learning. It is considered that the methodology used allow to subjectively measure student learning by including their own discussions and previous knowledge established in the classroom. [ABSTRACT FROM AUTHOR]

Objective: To describe and analyze the emergence and development program of Specialization in Perinatal Nursing at the National University of Colombia, between 1980 and 1990, in the light of the national context in education, health and nursing. Method: Qualitative research with sources of information and witness interviews to direct actors that allowed the reconstruction of the historical fact. Results: The emergence of the Specialization in Perinatal Nursing at the National University of Colombia was directly influenced by policies and development strategies of national and international level constituted as a central axis in the planning and further development of the specialization. Moreover, the internal processes of the National University and especially in the School of Nursing on issues related to the reform of higher education and strengthening of graduate programs in nursing in Latin America were key issues in the scope of the program. Finally, leadership and experience of teachers, along with international consultants, materialized the idea of the Specialization in Perinatal Nursing to be brought into a curriculum that managed to train human resources capable of responding effectively to the health needs of women and newborns. Conclusions: The emergence of the Specialization in Perinatal Nursing at the National University of Colombia marked a transformation in the model of care for the mother and newborn, with implications for practice, research and care policies emanating from the Ministry of Health. [ABSTRACT FROM AUTHOR]