Problematização: Experiências de estudantes de Medicina e Enfermagem na prática profissional

Abstract

Introduction: in view of the need for curricular reforms to meet the requirements of national curriculum guidelines, new teaching proposals are needed. To this end, it proposes the use of active learning methodologies, which stimulate a student-centered teaching and learning process, promoting active, critical and reflective learning. Goals: to describe the experiences of medical and nursing students inserted in professional practice under the logic of problematization. Methods: qualitative research, carried out in a Higher Education Institution in 2018. The research took place through semi-structured interviews with medical and nursing students from the first and second series of the courses. The data were analyzed using the content analysis technique in the thematic modality and discussed in the light of the problematization. Results: the data were organized into three categories: possibilities of learning in the practice setting; the role of the facilitator in problematizing; difficulties to implement the problematization in professional practices. Conclusions: The students highlighted that learning in the practice scenario favors the articulation between theory and practice, through an integrated and reflective movement, in addition, the role of the facilitator and the link with the health unit, influence, in a way considerable impact on student performance.