Resumo

TEO, Carla Rosane Paz Arruda; BORSOI, Aline Tecchio  e  FERRETTI, Fátima. Problematization methodology: a possibility for the development of critical-reflective competences in traditional curricular contexts. Educação. Porto Alegre [online]. 2019, vol.42, n.3, pp.486-495.  Epub 10-Fev-2020. ISSN 1981-2582.  https://doi.org/10.15448/1981-2582.2019.3.29602.

The objective of this article is to socialize a teaching-learning situation based on problematization in higher education in health. The socialized situation was developed with a group of 36 students from a Nutrition Course in Santa Catarina state, with a traditional pedagogical organization. The methodology of the problematization with the Maguerez arch was adopted. The students, in a discipline of 40 class hours, were divided into groups, choosing a portion of reality to carry out the activities, mediated by the teacher's weekly tutoring. We believe the students have developed world-reading skills, mobilized knowledge, and articulated theory and practice. We conclude the methodology contributed to the development of critical-reflexive skills, autonomy, and teamwork, representing a significant learning opportunity of viable application in traditional curricular contexts.

Palavras-chave : Activity learning; Higher Education; Activity methods.

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