ABSTRACT:
Purpose:
to describe the process of elaboration of a Problem-Situation and a learning Module and to reflect their importance in the formation of a speech therapist.
Methods:
a descriptive study of the elaboration process of a problem-situation and a learning Module of a Speech, Language and Hearing Sciences graduation course - a precursor experience in the area in which the entire curriculum is based on Active Teaching Methodologies.
Result:
the Child Language Study Module occurs in the Cycle II of the Course and consists in nine Problem-Situations and, each of them, is discussed in two tutorial sessions with up to ten students and led by a tutor. The Problem-Situations, as well as the Module, are drawn up by a committee of PhD professors and Language experts, according to the Pedagogical Project of the Course. It is discussed, in this article, the third Problem-Situation, entitled - "Same features, but different diagnoses... Why?"; The title role is to arouse the curiosity of students and to present the main problem approach. All Problem-Situations are evaluated by professors and students, in order to promote constant improvements.
Conclusion:
the problematizing context constructed from the Problem-Situations allows the students to search for answers daily, actively and autonomously, by experiencing and working in a team discussion, of the biopsychosocial aspects of the individual and the ethical issues in professional practice. Enabling, thus, the formation of resolute professionals, competent to constantly improve their knowledge and act in accordance with the Public Health practices in the Country.
KEYWORDS:
Problem-Based Learning; Health Education; Higher Education; Speech, Language and Hearing Sciences