Preferências e Percepções dos Alunos de Fisioterapia sobre Metodologias Ativas no Ensino Superior

Abstract

Introduction: It is known that the teaching-learning process is complex and requires that individuals develop, throughout this process, a reflective and analytical thinking of their practical actions. The use of active methodologies is presented as a strategy for a new teaching-learning model that has the student as the protagonist and the teacher as the facilitator within this process. Objective: Therefore, this article presents the perception of students of the physiotherapy course in higher education and their preferences when it comes to active methodologies. Methods: This study used a structured questionnaire to collect data on the preferences and perceptions of students of the physiotherapy course in relation to the active teaching methodologies applied by teachers. The data collection instrument was prepared in the format of an electronic form in Google Forms, and was made available to students in the WhatsApp groups of the physiotherapy course. Conclusion: In summary, it was possible to verify through this study that 100% of the students of the physiotherapy course, who answered the questionnaire, stated that the use of active methodologies contributes to the teaching-learning process. The main active methodologies preferred by students were group discussion, case study and gamification. However, it is necessary to create new strategies, which aim to implement new active methodologies in higher education, which can allow greater student participation, in addition to a critical and analytical self-reflection of these students, regarding the importance of their active participation within this process.