The perception of students about problem-based learning: the change of paradigm in relation to the process education learning

Abstract

The progressive learning uses the problematization methodology of education as main tool for critical reflection-action on the reality, promoting the interaction in the construction of the knowledge. Students of the courses qualification that Project Professionalization Workers of the nursing’s Area usufructing of this methodology of education, passing for a transition, since the basic and average education of these students was based on the parameters of traditional education, liberal and banking. The objective to analyze opinion o students about the problematization method. Descriptive research, with qualitative method, by means of a study of case realized with 33 students that do courses of qualification for attendants (Niterói Nucleus-RJ) and nurses aid had participated (Nucleus Cachoeiras de Macacu-RJ). The opinions had been categorized in accordance with thematic and commented groups. The majority students consider the good method or very good, they tell that they learning more the Problem-Based Learning. The methodology is not seen by all the learning, mainly, for finding differentiated evaluation parameters and participation in classroom. They indicate as deficiency of the methodology the lack of written evaluations and only question the credibility of the learning through the problematization’s dialogue. However, they value the exchange of experiences in performance, showing the doubts in set, classroom professor’s accompaniment. It fits, at this moment of transition, awareness of the student of whom it is a citizen operating critical-reflexive and in its learning. Being an essential process the capacity of formulation of problems, identification challenges, and search of alternatives.