Author:

• Rosângela Minardi Mitre Cotta - Cotta, Minardi,R.M. - Viçosa, Minas Gerais - Universidade Federal de Viçosa/Departamento de Nutrição e Saúde - <rmmitre@ufv.br>

Thematic Area:

Não Categorizado

Abstract:

Introduction: Traditionally, the education to promote health has been based on knowledge transmission methods. However, today the instruction of critical-reflexive professionals, which can work in group is demanded. This requires new teaching-learning methodologies that allow the student the ownership of the critical knowledge, in the dialogic and interdisciplinary perspective, having the problematization a transformation instrument. Objective: Present the report of an innovative experience using the construction of collective portfolios learning and changing attitudes instrument in the education of college students, in the traditional curriculum structure context and by courses. Methods: Exploratory descriptive study, with a quali-quatitative approach, based on portfolios of collective (n=9), analyses built by academic course of Health Policy, complemented by the questionnaire open to students who attended this course (n=58) and still, with through focus groups (n=3). Results/Conclusion: The use of collective portfolios mobilized students in critical thinking and reflective of the Brazilian health policy - the Unified Health System - expanding the concept of the health-disease process and practices related to health services, valuing the teamwork and the active search for knowledge building, highlighting the years of the alterity, resilience and empowerment.

Key-words: portfolio, teaching-learning methodologies problematization; health education; professional training, evaluation.

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