Educação médica e o uso das metodologias ativas: possibilitando práticas pedagógicas criativas e inclusivas

Abstract

Introduction – Over time, Brazilian medical education has transformed to meet emerging social demands. Currently, in addition to technical expertise, a physician is expected to be an ethical, reflective, and humanistic professional. Thus, educators are compelled to rethink their teaching models, as traditional teaching and learning methods fail to meet the needs of contemporary training. Objective – To analyze the configuration of active methodologies used in the Medicine course at the Federal University of Alagoas - UFAL/Campus Arapiraca, in light of creative and inclusive practices based on complexity (Morin, 2005) and transdisciplinarity (Nicolescu, 2008). Methods – This study is a qualitative research with a case study approach. The research subjects were students and professors of the Medicine course at UFAL/Campus Arapiraca. Data collection instruments included: semi-structured individual interviews, application of the VADECRIE questionnaire (Suanno, 2013), based on the instrument for assessing the degree of creative development of educational institutions (VADECRIE) developed by Professor Dr. Saturnino de la Torre, with the collaboration of nineteen researchers from several countries such as Brazil, Spain, and Chile, as well as documentary analysis of course-related documents. Data analysis was conducted through content analysis (Bardin, 1977) of the interviews, considering data triangulation with the other collection instruments. Results – The results obtained from the VADECRIE questionnaire indicate that 26% of responses correspond to concept A, 56% to concept B, 16% to concept C, and 2% to concept D, characterizing the course as effectively creative. Data from the interviews and documents corroborate most of the triangulations performed, although there are some discrepancies in a few aspects. One element that stands out relates to the course’s evaluation processes. Both the VADECRIE data and the interviews reveal difficulties and inconsistencies in these evaluation methods, which mostly still follow the traditional approach. This also highlights the need for continuity in teacher training processes. Conclusion – Based on the results, the Medicine course at UFAL/Campus Arapiraca is configured as effectively creative, according to the VADECRIE instrument data. It is possible to identify numerous indications of creative and inclusive pedagogical practices in the course, as the existing curriculum proposal, which requires the use of active methodologies in teaching and learning processes, provides openness to creative thinking and practice in teaching. This approach is facilitated by the use and adaptation of active methodologies, as well as flexibility and openness for the creation of new didactic processes, thus enhancing learning spaces intersected by transdisciplinarity and complexity.