Ensino e aprendizagem por problema: análise de projetos pedagógicos de cursos de medicina do Estado de Goiás e Distrito Federal

Abstract

The present study had as investigative focus to analysis the pedagogic projects of Medicine Courses, that into them should be have the theoretical beddings that characterize methodologies that work intencionally with problems, which are: Learning Based in Problems (PBL) and Problematization Methodologies (MP). It was analyzed the pedagogic projects in two courses of Medicines in the state of Goiás and one in Federal District. The research was directed forward the following asks: Which do teaching learning conception work with problem that fundaments the pedagogic projects in Medicine courses in the state of Goiás and Federal District? Which do the characteristics presents the curricula of Medicine Courses organized based in problematization of methodology and the learning based in problems? Answering these questions were researched authors that argued the teaching and learning problems, such as Mamede and Pena Forte et al (2001), Ribeiro (2008); Cunha (2001), Cyrino and Toralles Pereira (2004); Carlini (2006),; Barbel (1998) and Freire (1987). The main reason that take to realization of these research were the author s envolvement at the coordination in the Medicine Course in the State of Goiás. The research was developed by the bibliographic and documental study. In interpretative terms had proceeded the documental and content analysis. The pedagogic projects analyzed presented gaps in the respect of the systematization principles that can serve the north to its elaboration. PBL and MP methodologies have presented summons relation to the educational proposals in National Curricula Directions (Diretrizes Curriculares Nacionais) to the Medicine Course glimpsed in all courses that take part of the research, presenting some similarities and differentiations in their applicabilities. Although the evidences and relevances to such methodologies in current days, the expression learning based in problems presents epistemological elements based in pedagogic thinking of John Dewey and Paulo Freire not being able to be considered newness. Not yet it has evidence of these methodologies proposals really will represent alternatives to the present and future education. We are all trying new forms of teaching, with epistemological roots already defended at other times.