Particularly in the field of health, the combination between the pedagogy of transmission and the focus on the biological dimension of the health-disease process produces an education that is decontextualized as regards the subjective and social dimensions of this phenomenon fragmented in disciplines and in knowledge of basic and clinical areas technicist and procedure-centered. Inovação na sala de aula: como a inovação de ruptura muda a forma de aprender. Despite these investigations and the incontestable changes in the access to and dissemination of information, the pedagogy of transmission is still hegemonic, both in education and in professional qualification 3 3. Bransford JD, Brown AL, Cocking RR, organizadores. In the last four decades of the 20 th century, investigations on culture, the mind, the brain, cognition and development brought new evidences in relation to learning, and the conceptions about this process and its translation into pedagogic practices were revisited 2 2. It results from man’s relations to reality, and it can be oriented towards the reproduction or the transformation of such reality 1 1. In human societies, culture is instituted through the systematic acquisition of experiences. Methodology Teaching Active learning Higher education The educational intentionality behind the utilization of the constructivist spiral is revealed by the nature of the learning triggers that are used and by the transformative sense of reality derived from a critical and reflective posture in the interaction of “subject” and “object”.
The exploration of the constructivist spiral, according to the movements “identifying problems” “formulating explanations” “developing questions” building new meanings” and “evaluating processes and products”, highlights similarities and differences in relation to the active methodologies approached in the paper. It discusses the origins and utilization of active methodologies in higher education and focuses on problem-based learning, problematization methodology, the scientific method, and the use of narratives, simulations or role-playing in real practice scenarios. Based on the social-interactionist education theory and on the pedagogical practices in Western societies, this paper presents the constructivist spiral as an active teaching-learning methodology.
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