O uso das metodologias ativas na formação do profissional de saúde: uma crítica à luz do materialismo histórico-dialético

Abstract

The active learning methodologies are expanding and consolidating as pedagogical theory and technique in the education of the health professional, producing a need to analyze this phenomenon with the purpose of evaluating it critically, seeking to understand its origins, its development and its consequences for the education, practice and social consciousness of the working class employed in the health sector. The aim of this study is to investigate the material determinations and their philosophical, political and ideological expressions in the process of affiliation to the active learning methodologies in the education of the health professional. Were analyzed, on the dialectical materialism method, the scientific articles available in the BVSalud database that contained the term "active learning methodologies" and their derivatives. The results indicate the use of active learning methodologies as a response to the demand of a new professional profile, a product of the process of production restructured and of flexible accumulation in the late phase of capitalism. In addition, the institutionalization of the sanitarist movement and the absolutization of democracy, pluralism and social participation as tactics, produced a propitious ideological basis to the adoption of active learning methodologies by educators through a process of seduction and alienation. Finally, the influence of popular education and the "action-reflection-action" method was discussed, as well as the false identification between the Problematization method and the dialectical materialism method. In conclusion, the active learning methodologies are methodological and ideological obstacles to the appropriation by future health workers of the scientific knowledge produced by humanity, and are, in fact, at service of the maintenance of bourgeois order and the perpetuation of class exploitation and domination.