Transformando saberes e práticas sobre aleitamento materno: análise de um curso EaD com base em metodologias ativas

Abstract

This experience report discusses the implementation of the course “Knowledge and Practices in Breastfeeding – EaD AMA,” designed as an educational product linked to the dissertation of the Professional Master’s Program in Environmental and Occupational Health at the Federal University of Uberlândia, through the Center for Distance Education, in 2024. The course aimed to train and update students and health professionals in promoting breastfeeding, integrating active teaching-learning methodologies and digital educational technologies. With a total duration of 40 hours, divided into three modules, the pedagogical approach included recorded lectures, critical-reflective questionnaires, real-life situation simulations, and the development of an individual portfolio. The course evaluation was conducted using three instruments: a sociodemographic, academic, and professional characterization questionnaire, and two knowledge assessment questionnaires (pre- and post-course) focused on breastfeeding. The study included 100 students and professionals, of whom 91% identified as female, and 59% were between 21 and 25 years old. Most participants were single and undergraduate students. Regarding prior knowledge of the topic, 25.6% reported having no knowledge at all, while 51.3% declared having only basic knowledge. After completing the course, a significant improvement was observed: 53.9% of participants reached an intermediate level of knowledge, and 46.1% achieved an advanced level, with a statistically significant difference (p < 0.001) between the two evaluation moments. The results confirm the effectiveness of the educational proposal, demonstrating that the combination of distance education, active methodologies, and accessible materials enhances learning and strengthens student protagonism. Qualitative analysis also revealed high acceptance of the course, with highlights including didactic clarity, content applicability, thematic diversity, and appreciation of the interprofessional experience. Specific criticisms regarding difficulties with the portfolio and interactivity suggest pathways for improvement in future editions. This experience contributed to strengthening the teaching- learning process in health, fostering an innovative, critical, reflective, and contextualized experience. Additionally, it reinforces the role of lifelong education as a strategy for professional qualification and well-being promotion, aligning with the Sustainable Development Goals, particularly those related to health, quality education, and reducing inequalities.