Metodologias ativas de ensino-aprendizagem: reflexões críticas viabilizando o repensar das práticas e condutas na educação em saúde bucal, com ênfase em adolescentes.

Abstract

It is relevant at the present time, with the expansion of access to information, technological evolution and changes in ways of teaching and learning, to propose the study of pedagogical approaches in educational health actions, especially at this time in the field of oral health. In addition, there is still a high prevalence of diseases and oral diseases, due to the lack of access to dental care, as well as the insufficiency of the appropriation of hygiene habits and self-care with oral health. Although the information is readily available, it often does not meet the needs and priorities of individuals' daily lives, as well as may occur inadequately and without adding value to general health care. It is therefore imperative that health education strategies and programs recognize and interpret community needs in order to achieve good health practices. One of a set of possible strategies refers to the use of Active Teaching-Learning Methodologies (MAE) in the field of health education. They are based on the principle of autonomy, where the participant is able to self-manage or self-govern his / her training and learning process, to learn from his / her peers and to develop a leading role in the teaching-learning process. This is a study of a qualitative nature through the Intervention Project. The objective of this study was to evaluate the results of the application of active teaching-learning methodologies, together with the dental team and the adolescents segment, in the field of health education in the context of the Unified Health System - SUS. It was developed through a multiprofessional team in health, from June to September 2017. A sample of 61 oral health workers from the Municipal Health Department of Uberlândia-MG was selected and five workshops with actions educational, with a view to the preparation of the dental team. The workshops developed through the application of the MAEA, focused on daily reflection, seeking to stimulate a process of deconstruction / construction of knowledge. Two questionnaires were applied. The first one, before the workshops took place, outlined the socio-professional and health education profile of the dental team, and the second one, applied after the last workshop, evaluated their results, under the vision of these professionals. 40 adolescents participated in the 4th and 5th workshops. It was identified a strong feminization of professionals (95.1%), with a predominance of complete higher education (75.4%). Of these professionals, 47.5% said they frequently develop health education actions in their practices. At the beginning of the study, 59% said they did not know the MAEA and 63.9% did not approach this methodology in their educational actions in health, and in the end, 74% considered themselves motivated and able to develop MAEA. The study complied with the proposal of sensitization of the oral health team providing more critical reflections about their health education practices and the changes needed to transform the reality in which they live. The experience of the educational practice received a positive and confirmatory evaluation in the perception of the dental team, as well as facilitated the dialogue and the interaction between the mediators and adolescents. The absence of support and managerial / institutional validation and the insecurity, lack of knowledge and non-appropriation of the educational actions of MAEA are among the main justifications for its non-use by the dental team. In addition, it proved to be successful and full of critical reflexive potentialities in health decision making, according to adolescents' view. It was a space for dialogue and trust, arousing curiosity and involvement, making teenagers the protagonists of this educational journey. It stimulated a dialogue and active participation leading to the exchange of knowledge and empowerment of the subjects.