PLANEJAMENTO DIDÁTICO: PROMOVENDO EXPERIÊNCIA EXITOSA NA PÓS-GRADUAÇÃO

Abstract

An education geared towards reflection, group work and meaningful learning, uses active methodologies aimed at valuing the development of cognitive and social skills. Integrating the set of active methodologies, the resulting activities gave rise to the construction of narratives and portfolio that are teaching strategies aimed at promoting meaningful learning and their uses permeate all levels of education. This teaching strategy can generate important records for learning evaluation. Objectives: describe the pedagogical practice developed in the discipline Curriculum and teaching in health from the student's perspective on the use of active teaching and learning strategies. Methods: documental analysis of records made by students of the Postgraduate Professional Master's Program in Health Education, who attended the Curriculum and Health Teaching course, on the pedagogical practice developed in that course. Results: document analysis of the records made by the students who attended the Curriculum and Teaching in Health discipline revealed that there was innovation and reflection on their professional practices. The analysis of students' perceptions showed that the use of active methodologies enabled the construction of knowledge and made learning more meaningful. It was possible to verify in the narratives about the use of these methodologies, that the work of elaborating the records of activities, sometimes individually, sometimes collectively, contributed to an expanded look at curriculum planning, CPP, teaching practice, student protagonist, generating innovation in discipline. Conclusion: planning in the discipline favored the teaching methodology, can contribute to meaningful learning and favor the formation of more critical and reflective professionals, especially those who work in teaching, stimulated greater participation and engagement in the discipline and favored student learning.