Introduction:

The traditional model of medical education has a biocentric perspective of health problems, overestimating biological aspects of the patient, without considering the other aspects involved in the health-disease process. This method is teacher-centered and the student acts as a passive recipient of knowledge. On the other hand, in active methodologies the student plays an active role in the teaching-learning process, building critical and reflective knowledge.

Objective:

This study aims to analyze the importance of active methodologies in the teaching process of Pediatrics I on the Medicine course at the Federal University of Minas Gerais and to propose changes in these methodologies so they can be employed during the period of Emergency Remote Education (ERE).

Method:

It is a narrative review, with data obtained independently by the authors through a broad and non-systematic search in PUBMED and SCIELO. Data on the main active methodologies were collected and analyzed, and the findings were subsequently applied to Pediatrics I, including their adaptation to implementation in the ERE.

Results:

The problematization, problem-based learning and fishbowl methodologies were analyzed as didactic resources of active methodologies. These methods reinforce the student’s curiosity, autonomy, motivation and critical and reflective thinking skills. Furthermore, they promote integration between theory and practice learning, encourage teamwork and encourage students to become aware of existing social problems.

Conclusion:

Using active methodologies in the teaching process of Pediatrics I makes it possible to achieve the objectives of this discipline, both in face-to-face and remote learning, and reach the expectations of the Brazilian Guidelines on medical education.

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