Abstract
Introduction:
Teaching qualification about active learning methodologies is a potential for the transformation of practices.
Aim:
To report the experience of teachers in the discussion of active learning methodologies as a problematizing pedagogical strategy for higher education in health.
Method:
This is an experience report with teachers from a public university in the northwestern region of the state of Rio Grande do Sul/Brazil. Six teaching workshops based on the Arch of Charles and Maguerez were implemented alongside the teachers of the nursing, nutrition and biology courses. The use of active methodologies in health teaching was problematic and the themes "evaluation, reflective portfolio and conceptual map" were theorized.
Result:
The problematization with the Arch of Charles and Maguerez facilitated the understanding and the applicability of the active methodologies.
Conclusion:
There are prospects for the inclusion of active learning methodologies in teachers' practice, which may become a pedagogical strategy and attend to DCNs in this scenario.
Keywords:
Problem-Based Learning; Teaching; Education Higher; Nursing; Health Education
