Metodologias Ativas na formação docente para a educação profissional e tecnológica no âmbito do sistema único de saúde

Abstract

This research, with a qualitative and exploratory approach, aimed to map and analyze the contributions and limitations of using active methodologies in teacher training for professional and Technological Education (PTE) within the context of the Unified Health System (SUS). To achieve this, a State of Knowledge review was conducted, with a systematic literature survey in the ProfEPT Observatory database, analyzing dissertations from the professional and Technological Education Graduate Program (ProfEPT) related to the theme. The results indicate that active methodologies are widely discussed in the dissertations, with a focus on their application in teacher training courses and workshops, hybrid teaching, flipped classroom, interdisciplinarity, and meaningful learning in different areas of education, including training for SUS. Among the main limitations, reduced implementation time, participation difficulties, resistance to pedagogical innovations, curricular bureaucracy, and challenges in adapting teaching practices were identified. Despite the relevance of the topic for teacher training in PTE, only one dissertation specifically addressed its application in the health field, highlighting a research gap and a promising area for further studies. The findings reinforce the need for strategies that promote the inclusion of active methodologies in education directed at SUS, contributing to the qualification of health professionals and the improvement of pedagogical practices.