News of the Pedagogical Models in Physical Education-A Quick Review.

In the last two decades, research has proliferated in the field of pedagogical models used in school Physical Education. The growth is so high that it is necessary to do a quick review to know which models currently exist and which are emerging. The objective of this work is to collect all the models or pedagogical approaches present in the scientific literature related to school Physical Education and to make known, to the scientific and academic community, its main purposes and characteristics. A quick review of the literature found in the Web of Science and Scopus databases has been carried out using "pedagogical model" and "Physical Education" as descriptors. The results revealed a total of 19 pedagogical approaches that record scientific evidence linked to their application in the classroom. It was detected that some models or approaches were more scientifically supported than others, as is the case for Cooperative Learning, Sports Education, or Teaching Games for Understanding, while others barely registered in international scientific literature. It was concluded that researchers need to work together with Physical Education teachers to analyze the effectiveness of all these approaches. School teachers are also encouraged to vary their pedagogical approach depending on the content they are working on and the positive effects they are looking for in the psychic, motor, affective-emotional, and social domains of the students. Finally, it is proposed to researchers who promote new models or approaches a greater clarity of these to facilitate their application in the field of school Physical Education, since some difficulty has been detected in the practical application of some approaches.

Patina con Sonic: Efectos de un entorno de aprendizaje gamificado basado en el videojuego Sonic en una muestra de adolescentes en clase de Educación Física / Skate with Sonic: Effects of a gamified learning environment based on the Sonic video game in a sample of adolescents in Physical Education class

La inclusión de las competencias en el currículo exige a su vez que los centros educativos y sus docentes apuesten por el uso de metodologías activas que direccionen el proceso de enseñanza-aprendizaje del alumnado. El estudio que aquí se presenta tiene como fin analizar los efectos de un entorno de aprendizaje gamificado basado en el videojuego Sonic en una muestra de adolescentes en clase de Educación Física. Se trata de un estudio no experimental, descriptivo y longitudinal, que muestra la propuesta de una unidad gamificada basada en el mundo de Sonic. Para valorar al proceso de aprendizaje se utilizan dos fichas de registro de anillos y un diario de clase. Los resultados desvelan la gran implicación y motivación del alumnado y buenos resultados de aprendizaje en relación a los objetivos didácticos de la unidad. Se concluye que esta experiencia es una propuesta idónea y motivante para ser utilizada con adolescentes en el contenido de patines en línea. Así mismo, esperamos que esta experiencia sirva de inspiración a otros docentes para continuar innovando y gamificando en Educación Física. (AU)

The inclusion of competencies in the curriculum requires, in turn, that educational centers and their teachers bet on the use of active methodologies that direct the teaching-learning process of students. The study presented here aims to analyze the effects of a gamified learning environment based on the Sonic video game in a sample of adolescents in Physical Education class. This is a non-experimental, descriptive and longitudinal study that shows the proposal of a gamified unit based on the world of Sonic. To assess the learning process, two ring register cards and a class diary are used. The results reveal the great involvement and motivation of the students and good learning results in relation to the didactic objectives of the unit. It is concluded that this experience is an ideal and motivating proposal to be used with adolescents in the content of inline skates. Likewise, we hope that this experience will inspire other teachers to continue innovating and gamifying in Physical Education. (AU)

Implantação e desenvolvimento dos núcleos de educação: a percepção dos coordenadores / Implementation and development of education nucleus: the perception of the coordinators

Resumo Objetivou-se compreender a percepção dos coordenadores dos Núcleos de Educação Permanente em Saúde sobre o processo de implantação e desenvolvimento desses núcleos no estado da Paraíba. Trata-se de uma pesquisa qualitativa, descritiva, realizada com oito Coordenadores dos Núcleos de Educação Permanente em Saúde dos Serviços do Estado da Paraíba, nos meses de julho e agosto de 2021. As entrevistas foram coletadas por meio de roteiro semiestruturado e verificadas por intermédio da análise de conteúdo temática. Os coordenadores destacaram aspectos facilitadores no processo de implementação dos núcleos, especialmente no que se refere ao trabalho colaborativo e compartilhamento das ações para viabilização do processo educativo. Elencaram-se como fragilidades a falta de recursos humanos e a ausência de um planejamento sistemático que possa assegurar uma continuidade das ações de acordo com as necessidades setoriais. Destacou-se o esforço dos coordenadores para desenvolver atividades e garantir a viabilização da ação educativa nos serviços, entretanto faz-se necessário o apoio institucional para garantia do desenvolvimento essencial dos núcleos tanto na destinação de recursos humanos quanto na promoção do debate acerca da ressignificação das propostas de Educação Permanente em Saúde à luz dos referenciais sobre metodologias ativas.

Abstract The study aimed to understand the perception of the coordinators of the Continuing Health Education Centers about the process of implementation and development of these centers in the state of Paraíba. This is a qualitative, descriptive research, carried out with eight coordinators of the Continuing Health Education Centers from the Services of the State of Paraíba, between the months of July and August 2021. The interviews were collected using a semi-structured script and verified by using thematic content analysis. The coordinators highlighted facilitating aspects in the implementation process of the centers, especially with regard to collaborative work and sharing of actions to make the education process feasible. The lack of human resources and the absence of a systematic planning that could assure the continuity of actions according to sectorial needs were listed as weaknesses. The effort of the coordinators to develop the activities and ensure the feasibility of educational action in the services was highlighted, but institutional support is needed to ensure the essential development of the centers, both in the allocation of human resources and in promoting the debate on the redefinition of the Continuing Health Education proposals in the light of references on active methodologies.

Implantação curricular para curso de Medicina: superando desafios / Curriculum implementation for Medicine course: overcoming challenges

Resumo: Introdução: A Lei nº 12.871/2013, também conhecida como Lei do Mais Médicos, buscou, entre outras ações, reordenar a oferta de cursos de Medicina, priorizando regiões de saúde com menor relação de vagas e médicos por habitante e com estrutura de serviços de saúde, além de estabelecer novos parâmetros para a formação médica no país. Por sua vez, as Diretrizes Curriculares Nacionais (DCN) dos cursos de graduação em Medicina foram criadas para a organização, o desenvolvimento e a avaliação desses cursos no âmbito dos sistemas de ensino superior do país. As DCN decorrem de um longo processo de diagnóstico e propostas de intervenção nos cursos de Medicina desde os anos 1990, iniciado com o Projeto da Comissão Interinstitucional Nacional de Avaliação do Ensino Médico (Cinaem), mediante a observação de muitas experiências, nacionais e internacionais, que implementaram mudanças curriculares. Relato de experiência: Este trabalho tem como objetivo apresentar o processo de construção e implementação de um currículo orientado por competências, correlacionando, nesse processo, as metodologias de ensino aprendizagem e o modelo curricular. Discussão: Foram ofertadas oficinas de desenvolvimento docente com foco nas metodologias ativas de ensino-aprendizagem por meio de um movimento organizado entre os docentes, contemplando o aprendizado baseado em problemas, o aprendizado baseado em equipes, a preleção dialogada, a simulação realística e a problematização. Também se abordou, em módulos específicos, a avaliação do processo, do desempenho do estudante e da instituição. Conclusão: A implantação desse modelo curricular tornou-se um marco de mudanças na instituição, pois envolveu gestão educacional, infraestrutura e implementação no curso de Medicina, de modo a beneficiar a escola como um todo. A possibilidade de criação de cenários de ensino para além dos espaços das IES proporcionou maior conhecimento da realidade, abriu espaço para novos projetos destinados à comunidade e estimulou o intercâmbio entre o ensino, o serviço e a comunidade.

Abstract: Introduction: One of the aims of Law 12.871/2013, also known as the Mais Médicos (More Doctors) Law, was the implementation of actions to reorganize the provision of Medicine courses. These actions would prioritize health regions with a lower ratio of vacancies and doctors per inhabitant and with a health service structure, and establish new parameters for medical training in Brazil. In turn, the National Curriculum Guidelines (DCNs) for Undergraduate Medicine Courses were created for the organization, development, and evaluation of these courses within the scope of the country's higher education systems. The DCNs are the result of a long process of diagnosis and proposals for intervention in Medicine courses since the 1990s, which began with the CINAEM Project (National Interinstitutional Commission for the Evaluation of Medical Education), through the observation of many domestic and international experiences of curricular change implementations. Experience report: This work aims to present the process of construction and implementation of a competency-oriented curriculum, correlating, in this process, the teaching-learning methodologies and the curriculum model. Discussion: Teacher Development Workshops were offered with a focus on active learning methodologies through an organized movement among teachers, covering problem-based learning, team-based learning, dialogued lecture, realistic simulation and problematization. In specific modules, the evaluation of the process, the performance of the student and the institution were also addressed. Final Considerations: The implementation of this curriculum model became a landmark change in the institution, involving educational management, infrastructure, and implementation in the medical course, benefiting the whole school. The possibility of creating teaching scenarios beyond the HEI spaces provided greater knowledge of reality, opening space for new projects with the community, stimulating the exchange between teaching, service and the community.

Ensino interprofissional em saúde: análise qualitativa da experiência de estudantes, preceptores e tutores / Interprofessional teaching in health: qualitative analysis of the experience of students, preceptors and tutors / Enseñanza interprofesional en sanidad: análisis cualitativo de la experiencia de estudiantes, preceptores y tutores

A reorientação da formação profissional por meio de políticas públicas ofereceu a oportunidade para a criação de componentes curriculares, para formar estudantes que exercitem práticas interprofissionais. Este trabalho faz uma análise do contexto e implicações sobre a implantação de uma disciplina interprofissional nos cursos da saúde em uma universidade pública. Foi realizado um estudo com perfil exploratório de abordagem qualitativa utilizando-se grupos focais constituídos por tutores, preceptores e estudantes. Definidas as categorias e seus descritores foi utilizado o modelo 3P para a análise de conteúdo e dos resultados. Vale destacar a ressignificação do papel docente, a percepção dos estudantes frente aos desafios do ensino interprofissional e a aproximação com o serviço de saúde. Correlacionamos na discussão geral deste texto linhas de discussão junto à assistência à pessoa, à sociologia e à pedagogia. A inovação proposta pela disciplina interprofissional de Atenção em Saúde seguiu o ideário de uma agenda internacional. Os relatos de tutores, preceptores e estudantes foram um estímulo decisivo para prosseguir avançando nas demais séries dos cursos, em atividades colaborativas e práticas interprofissionais.

The reorientation of professional training through public policies offered the opportunity for the creation of curricular components to train students to exercise interprofessional practices. This paper makes an analysis of the context and implications on the implementation of an interprofessional discipline in health courses at a public university. A qualitative exploratory study was carried out using focus groups made up of tutors, preceptors and students. Once the categories and descriptors were defined, the 3P model was used for the content and results analysis. It is worth highlighting the redefinition of the teaching role, the students' perception of the challenges of interprofessional teaching, and the approximation with the health service. We correlate in the general discussion of this text lines of discussion with the person care, sociology, and pedagogy. The innovation proposed by the interprofessional discipline of Health Care followed the ideology of an international agenda. The reports from tutors, preceptors and students were a decisive stimulus to continue advancing in the other series of courses, in collaborative activities and interprofessional practices.

La reorientación de la formación profesional a través de políticas públicas ofreció la oportunidad para la creación de componentes curriculares para capacitar a los estudiantes en el ejercicio de prácticas interprofesionales. Este trabajo hace un análisis del contexto y de las implicaciones en la implementación de una disciplina interprofesional en cursos de salud en una universidad pública. Se realizó un estudio cualitativo exploratorio mediante grupos focales formados por tutores, preceptores y estudiantes. Una vez definidas las categorías y los descriptores, se utilizó el modelo 3P para el análisis de contenido y de resultados. Cabe destacar la redefinición del rol docente, la percepción de los estudiantes sobre los desafíos de la enseñanza interprofesional y la aproximación con el servicio de salud. Correlacionamos en la discusión general de este texto líneas de discusión con el cuidado de la persona, la sociología y la pedagogía. A inovação proposta pela disciplina interprofesional da Saúde seguiu a ideologia de uma agenda internacional. Los informes de tutores, preceptores y estudiantes fueron un estímulo decisivo para seguir avanzando en la otra serie de cursos, en actividades colaborativas y prácticas interprofesionales.

Without fear of change: the flipped classroom as a flexible model in different learning environments.

The study presented is the result of a research study conducted within a historical moment which led to the pandemic in 2020, and the unexpected situation experienced by university professors of transforming their face-to-face teaching to a virtual model. The resulting situation of confinement was utilized to explore how professors in Spain who implemented the Flipped Classroom (FC) model adapted to the change. The main goal was to verify if the FC model facilitated the transition from face-to-face to virtual teaching of university courses. A quantitative, non-experimental and descriptive approach was considered as the most adequate to reach the objective proposed, with the use of an ad-hoc Likert-type questionnaire. A total of 130 individuals completed the questionnaire, of which 48.5% were men and 51.5% women. The results showed that professors had to make very few changes to their courses. The female professors, and those who had less teaching experience with the FC model, mentioned having to make more modifications. Our findings show that the FC model facilitated the transition from a face-to-face university teaching model to a virtual one.

Relationship between Learning and Psychomotor Skills in Early Childhood Education.

Psychomotor skills are, among others, an aspect particularly valuable for structuring the teaching-learning process of infant schoolchildren. For this reason, a study was carried out with the aim of describing and comparing the socio-demographic, psychomotor, and learning levels of schoolchildren in the second stage of infant education. Ninety-five pupils from the second cycle of infant education in the capital of Granada took part in this study. A sociodemographic questionnaire, the movement assessment battery for children-2 (MABC-2), and the preschool learning behaviour scale (PLBS) were used to collect data. The main results show that manual dexterity appears as the main motor factor and similar figures in the three dimensions of learning behaviours. On the other hand, balance and learning behaviours were higher in 6-year-old schoolchildren. In terms of gender, girls obtained higher values for the level of the learning behaviour variables. A positive correlation was found between the dimensions of learning and motor activity.

THE IMMUNOLOGICAL SYSTEM FOR BASIC EDUCATION: CONSTRUCTION OF A GAME FOR GIFTED STUDENTS / EL SISTEMA INMUNOLÓGICO PARA LA EDUCACIÓN BÁSICA: CONSTRUCCIÓN DE UN JUEGO POR ESTUDIANTES SUPERDOTADOS / O SISTEMA IMUNOLÓGICO PARA A EDUCAÇÃO BÁSICA: CONSTRUÇÃO DE UM JOGO POR ESTUDANTES SUPERDOTADOS

The pandemic caused by the new coronavirus, SARS-coV-2, has paralyzed the world, highlighting the importance of knowledge related to immunity that should be present in people's daily lives since basic education. The school space must be a place of inclusion and among all the publics served, students with gifted behavior are pointed out. The work took place in a workshop held at the VIII Summer Course (2020), for gifted students from the Development and Innovation in Science Teaching group - UFF (DIECI-UFF). The subject dealt with the Immune System and the proposals for the construction of pedagogical tools for future learning. The participating students were encouraged to solve clinical case studies, to participate in a game about the Immune System and challenged to produce a teaching material to be used by Science and Biology teachers. From the demands found, as well as the suggestions brought by the gifted, it became possible to improve the prototype of the board game. It was concluded that gifted students, when challenged, tend to concentrate and get involved with the proposed task, which resulted in the satisfactory production of materials that can be used by other students in elementary schools.

La pandemia provocada por el nuevo coronavirus, SARS-coV-2, ha paralizado al mundo, destacando la importancia de los conocimientos relacionados con la inmunidad que deben estar presentes en el día a día de las personas desde la educación primaria. El espacio escolar debe ser un lugar de inclusión y entre todos los públicos atendidos se destacan los alumnos con comportamiento superdotado. El trabajo tuvo lugar en un taller realizado en el VIII Curso de Verano (2020), para alumnos superdotados del grupo Desarrollo e Innovación en la Enseñanza de las Ciencias - UFF  (DIECI-UFF). El tema abordado fue el Sistema Inmune y las propuestas para la construcción de herramientas pedagógicas para el aprendizaje futuro. Es decir, se animó a los estudiantes del taller a resolver estudios de casos clínicos, a participar en un juego sobre el Sistema Inmune y se les desafió a producir un material didáctico para ser utilizado por profesores de Ciencias y Biología. A partir de las demandas encontradas, así como de las sugerencias aportadas por los superdotados, fue posible mejorar el prototipo del juego de mesa elegido por ellos. Se concluyó que los estudiantes superdotados, cuando son desafiados, tienden a concentrarse e involucrarse con la tarea propuesta, lo que resultó en la producción satisfactoria de materiales que pueden ser utilizados por otros estudiantes en las escuelas primarias.

A pandemia causada pelo novo Coronavírus, SARS-coV-2, tem paralisado o mundo, ressaltando a importância de conhecimentos relativos à imunidade que deverão estar presentes no cotidiano das pessoas desde a educação básica. O espaço escolar deve ser local de inclusão e dentre todos os públicos atendidos aponta-se para alunos com comportamento superdotado. O trabalho ocorreu em um workshop realizado no VIII Curso de Verão (2020), para alunos superdotados do grupo Desenvolvimento e Inovação no Ensino de Ciências ­ UFF (DIECI-UFF). O assunto abordado foi o Sistema Imunológico e as propostas de construção de ferramentas pedagógicas para um futuro aprendizado. Os alunos participantes foram instigados a solucionarem estudos de casos clínicos, a participarem de um jogo sobre o Sistema Imunológico e desafiados a produzirem um material didático que fomentasse as aulas de Ciências e Biologia.  A partir das demandas encontradas, bem como pelas sugestões trazidas pelos superdotados, tornou-se possível o aprimoramento do protótipo do jogo de tabuleiro. Concluiu-se que alunos com superdotação, quando desafiados, tendem a se concentrar e envolver-se com a tarefa proposta, o que resultou na produção satisfatória de materiais que podem ser utilizados pelos demais alunos nas escolas do ensino básico

Methodological Proposal for the Accompaniment and Development of Service+Learning Methodology in Universidad de Las Americas in Chile.

Service+Learning (S+L) is an active teaching methodology that enables students to participate in their teaching and learning process, being guided by the teacher. This methodology allows the student to show all the skills, abilities, tools and theoretical-practical knowledge since they are placed at the service of the community partner, which in the case of pedagogies translates into pedagogical practice centers. This transfer must be guided and mediated by the teacher, allowing to provide a response to the requirements of the practice center through the "S+L Booklet", developed as a methodological proposal for the intermediate practice subject of the Universidad de Las Américas Physical Education Pedagogy career. This instrument takes 15 weeks of weekly development with the proposal, adjustment, development-implementation, monitoring, evaluation and feedback by the students and the teacher of the subject.

Trends of Active Learning in Higher Education and Students' Well-Being: A Literature Review.

This literature Review had the purpose of inspecting how the use of active learning methodologies in higher education can impact students' Well-being. Considering the Heads of State meeting at United Nations Headquarters on September 2015, in which the 2030 Agenda for Sustainable Development was adopted by all United Nations Member states, this literature review is limbered to the time period between September 2015 and September 2021. A Previous research focused on reviews was made to support the conceptual framework. The search was done in two databases - Web of Science main collection and Scopus - by two researchers autonomously, using the following search criteria: "higher education AND active learning AND student AND wellness OR well-being OR wellbeing." The studies section attended the following inclusion criteria: (i) published in peer-reviewed journals; (ii) empirical studies; (iii) written in English, French, Portuguese or Spanish; (iv) open access full text; (v) Higher education context; and (vi) focused on the topic under study. The search provided 10 articles which were submitted to an inductive thematic analysis attending to the purpose of this review, resulting in two themes: (i) students' well-being during confinement; (ii) methodological solutions for students' well-being. Data show that the use of active methodologies, as digital technologies, and the incorporation of some practice as physical activity and volunteering seems to benefit students' well-being, namely in their academic achievement, physical, emotional, and social life, and empower them to the professional future with multi-competencies. Higher education institutions need to understand the value of active learning methodologies in sustained education and promote them in their practices.

Percepciones de los estudiantes sobre entornos educativos innovadores en la educación superior: un análisis exploratorio / Perceções dos estudantes sobreambientes educativos innovadores no ensino superior: uma análise exploratória / Students’ perceptions of an innovative learning environment in higher education: an exploratory analysis

Siguiendo las directrices para la reconfiguración de los espacios de aprendizaje que surgieron de la necesidad de desarrollar habilidades del siglo XXI, se intervino un espacio educativo en una institución de educación superior portuguesa, transformándolo en un entorno de aprendizaje innovador (EAI). Así, este estudio preliminar se enfoca en identificar las percepciones de los estudiantes sobre los atributos de este EAI, según tres dimensiones: espacio físico,tecnología y pedagogía. Para ello, se aplicó un cuestionario a estudiantes que utilizaban con frecuencia el EAI. Los resultados mostraron que al menos el 60% de los participantes calificaron cada atributo y el impacto de los atributos en el desempeño de los estudiantes con las calificaciones más altas. Más del 75% de los estudiantes atribuyeron valores más altos del impacto en el enfoque pedagógico experimentado y más del 80% consideró adecuado el diseño del EAIpara la interacción con los demás. (AU)

Following the guidelines for reconfiguring learning spaces that emerged from the need to develop 21st century skills, a redesign of an educational space was carried out in a Portuguese institution of higher education, changing it to an innovative learning environment (ILE). Thus, this preliminary study focuses on identifying students’ perceptions of the attributes of this ILE, according to three main dimensions: physical space, technology,and pedagogy. For this purpose, a survey was applied to undergraduate students who frequently used the ILE. Findings showed that at least 60 percent of the participants evaluated each attribute of the ILE and the impact of the ILE attributes on students’ performance with the highest ratings. Additionally, more than 75% of students attributed higher values of the impact on the pedagogical approach experienced in all features inquired and more than 80% considered the ILE layout appropriate for interaction with others. (AU)

Seguindo as orientações de reconfiguração dos espaços de aprendizagem que surgiram da necessidade de desenvolver competências do século XXI, um espaço de aprendizagemnuma instituição de ensino superior portuguesafoi alvo de intervenção, transformando-o num ambiente educativoinovador (AEI). Assim, este estudo preliminar tem como foco identificar as perceções dos alunos sobre os atributos deste AEI, emtrês dimensões: espaço físico, tecnologia e pedagogia. Para tal, foi aplicado um questionário a estudantes de licenciaturaque utilizavam frequentemente o AEI. Os resultados mostraram que pelo menos 60% dos participantes avaliaram cada atributo do AEIe oimpacto dos atributos do AEIno seu desempenho com as classificações mais altas. Para além disso, mais de 75% dos estudantesatribuíram os valores mais elevados ao impacto na abordagem pedagógica experienciada em todosos atributosinquiridose mais de 80% consideraram o layout do AEIadequado para a interação com os outros. (AU)

The use of active methodologies for the teaching of human embryology: A systematic review.

Embryology is a basic science, of the medical curriculum and of the health area, it serves as a foundation for the understanding of the phenomena that occur in normal development and its alterations. Over the years, active methodologies have been increasingly used as innovative tools in the academic training of health professionals. In this work we aim, through an integrative review, to search for the active methodologies used in the teaching of embryology. The PICo strategy was used to form the guiding question, the results were presented through the Prisma Flow diagram. The databases consulted were PubMed, Embase, Scopus, Web of Science, Science Direct, Medline, Scielo and LILACS, searching for articles until the year 2021. Our results show that embryology is a science still to be explored in the field of methodologies active, few works were found, most using TBL or digital platforms; however, the authors agree that active methodologies are valuable tools in the teaching of embryology, capable of improving student motivation and engagement.

Construção e validação preliminar do instrumento de observação para metodologias ativas (io-ma) no ensino dos jogos esportivos coletivos / Construction and preliminary validation of the observation instrument for active methodologies (io-ma) in the teaching team sports

O objetivo do estudo foi construir e validar o Instrumento de Observação para Metodologias Ativas (IO-MA) no ensino dos Jogos Esportivos Coletivos (JEC). Para tanto, foram avaliadas as dimensões Aprendizagem Significativa (AS), Envolvimento Ativo (EA) e Cooperação Social (CS). O desenvolvimento dos indicadores de cada dimensão ocorreu por meio de consulta na literatura especializada. O processo de validação de conteúdo do instrumento foi realizado por onze especialistas doutores com experiência na área da Educação Física. A coleta dos dados ocorreu a partir da análise em vídeo de uma aula de um professor expert. A análise da fidedignidade inter-avaliadores foi realizada por sete avaliadores doutores e ampla experiência na área da Educação Física. Os dados foram analisados aplicando-se o coeficiente V de Aiken para a validação de conteúdo e o índice de concordância Kappa para fidedignidade intra e inter-avaliadores. Os resultados revelaram que o IO-MA obteve altos índices de validade de conteúdo tanto para a avaliação do instrumento global (V=0,88), quanto para as dimensões clareza de linguagem (V=0,84), pertinência prática (V=0,90) e relevância teórica (V=0,91). O IO-MA também apresentou índices considerados quase-perfeitos de fidedignidade intra (Kappa=1,00) e inter-avaliadores (Kappa=1,00). A versão final do IO-MA foi composta por 15 itens/comportamentos distribuídos em três dimensões (AS=6, EA=5, CS=4). Conclui-se que o IO-MA é um instrumento acessível e aplicável para a observação do comportamento de professores e futuros professores no que diz respeito ao uso de metodologias ativas para o ensino dos JEC no contexto brasileiro. (AU)

The aim of the study was to build and validate the Instrument of Observation for Active Methodologies (IO-MA) in the teaching of Collective Sports Games (JEC). Therefore, the dimensions of Meaningful Learning (ML), Active Involvement (AI) and Social Cooperation (SC) were evaluated. The development of indicators for each dimension took place through consultation in the specialized literature. The instrument content validation process was carried out by eleven doctorate-degree specialists with extensive experience in the field of Physical Education. Data collection occurred from video analysis of a class by an expert teacher. Subsequently, the inter-evaluator reliability analysis was carried out by seven doctorate-degree evaluators with extensive experience in the field of Physical Education. Data were analyzed by applying the Aiken V coefficient for content validation and the Kappa agreement index for intra and inter-rater interval reliability. The results showed that the IO-MA obtained high content validity rates both for the instrument in general (V=0,88), and for the dimensions clarity of language (V=0,84), practical relevance (V=0,90), theoretical relevance (V=0,91). The IO-MA also showed near-perfect indices of intra- (Kappa=1,00) and inter-rater (Kappa=1,00) reliability. The final version of the IO-MA was composed of 15 items/behaviors distributed in three dimensions (AS=6, EA=5, CS=4). It is concluded that the IO-MA is an accessible and applicable instrument for the observation of the behavior of teachers and future teachers regarding the use of active methodologies for teaching team sports games in the Brazilian context. (AU)

Evaluation of a Proposal for Movement Integration in the Teaching-Learning Process in Early Childhood Education.

Physical activity is essential to child development, but studies show that children are increasingly inactive. Due to schools being considered privileged environments to promote physical activity, the aim of this study was to increase the physical activity performed by early childhood education children during the school day by integrating movement into academic content and analyze this process. The amount and intensity of physical activity performed by a group of 24 3-4-year-old children in three different weeks were measured by accelerometry: one week with the methodology they had been following (week 1); and two weeks in which movement was integrated into the content through a specific proposal (week 2) and the same improved proposal (week 3). The results reveal that the application of a movement integration program not only allowed students to work on academic content in a physically active way, but also significantly increased the amount of physical activity that children performed during the school day. However, it was necessary to carry out several interventions the same day, or make movement integration the reference methodology, to meet the minimum recommended physical activity levels. In addition, to increase their effectiveness, interventions should be continually reviewed and improved to increase the motor engagement time.

Experiência de disciplinas do Programa de Estágio Supervisionado de Capacitação Docente na pósgraduação: reflexão e potência no ensino superior / Experiencia de asignaturas do Programa de Pasantía Supervisada de Capacitación Docente en el postgrado: reflexión y potencia en la enseñanza superior / Experience of disciplines from the Supervised Internship Program for Teachers' Training in graduate studies: reflection and potency in higher education

Apresenta-se uma experiência na formação para a docência do ensino superior nas disciplinas que compõem o Programa de Estágio Supervisionado de Capacitação Docente. Os principais desafios relatados pelos pós-graduandos no contato com seus estudantes foram: o conflito geracional, a aprendizagem empírica do fazer do professor e a frágil apropriação de conceitos educacionais. Os desafios das docentes na condução das disciplinas perpassam a mediação da aprendizagem na quebra de paradigmas; e o estímulo à prática reflexiva e à aprendizagem significativa. As disciplinas permitiram, na avaliação discente, a análise crítica do seu papel social; a gestão do processo educativo; a aproximação de conceitos e de estratégias educacionais; e mudanças na prática. Espera-se que este relato possa inspirar outros programas e apoiar iniciativas que considerem rever o papel da pós-graduação na formação para a docência. (AU)

Se presenta una experiencia en la formación para la docencia de la enseñanza superior juntamente con las asignaturas que componen el Programa de Pasantía Supervisada de Capacitación Docente. Los principales desafíos relatados por los alumnos de postgrado en el contacto con sus estudiantes fueron: el conflicto generacional, el aprendizaje empírico del quehacer del profesor, la frágil apropiación de conceptos educativos. Los desafíos de las docentes en la dirección de las asignaturas atraviesan la mediación del aprendizaje en la ruptura de paradigmas, el incentivo a la práctica reflexiva y al aprendizaje significativo. Las asignaturas permitieron, en la evaluación discente, el análisis crítico de su papel social, la gestión del proceso educativo, la aproximación de conceptos y estrategias educativas y cambios en la práctica. Se espera que este relato pueda inspirar otros Programas y dar apoyo a iniciativas que consideren la revisión del papel del postgrado en la formación para la docencia. (AU)

An experience in training for teaching in higher education is presented in the subjects encompassed by the Supervised Internship Program for Teacher Education. The main challenges reported by graduate students were: generational conflict; the empirical learning of the teacher's doing; the fragile appropriation of educational concepts. The challenges faced by teachers in conducting the disciplines permeate the mediation of learning by breaking paradigms and encouraging reflection of the practice and meaningful learning. The subjects allowed, in the student evaluation, the critical analysis of their social role; the management of the educational process; the approximation of educational concepts and strategies; and changes in practice. It is hoped that this report can inspire other programs and support initiatives that consider reviewing the role of graduate studies in teacher education. (AU)

Revisão integrativa de ferramentas inovadoras para ensino-aprendizagem em anatomia em curso de Medicina / Integrative review of innovative tools for anatomy teaching-learning in medical school

Resumo: Introdução: A educação médica está se adaptando às metodologias e técnicas de aprendizagem com o objetivo de facilitar e melhorar a compreensão dos discentes. Os modelos de metodologia ativa, que podem ser aplicados na forma de Problematização e Aprendizagem Baseada em Problemas, incentivam o pensamento crítico dos alunos, e o professor assume a função de mediador. Considerando os avanços tecnológicos e científicos, são necessárias atualizações nos recursos de ensino de anatomia, visando desenvolver uma aprendizagem mais flexível, criativa e interativa. Objetivo: Este estudo teve como objetivo apresentar ferramentas inovadoras no ensino-aprendizagem em anatomia no curso de Medicina. Método: Trata-se de revisão integrativa realizada por meio de levantamento bibliográfico, em que se adotaram as etapas metodológicas adequadas e se utilizaram as bases de dados PubMed, SciELO e Cochrane. Resultado: Dos 23 artigos selecionados, seis abordaram o uso de modelos tridimensionais; sete trataram de imagens radiológicas; cinco referiram-se à dissecação; seis versaram sobre simuladores, jogos e ambientes computadorizados; e dois ocuparam-se de outras metodologias, sendo que alguns artigos abordam mais de uma metodologia. Os modelos tridimensionais destacam-se por não demandarem investimentos em conservação e procedimentos legais para sua obtenção, como ocorre com os cadáveres. Métodos de diagnóstico por imagem utilizados nas aulas ajudam a compreender a sua importância no diagnóstico e tratamento dos pacientes. Outras duas metodologias encontradas foram o Audience Response System (ARS) e Competency Based Medical Education (CBME). Por fim, a dissecação possui como desvantagem o estado de conservação e escassez das peças, mas é considerada o modo ativo de aprendizagem que contribui para os melhores resultados. Conclusão: As metodologias ativas - das quais as mais prevalentes são os modelos tridimensionais, as imagens radiológicas, a dissecação e os ambientes computadorizados - podem ser vistas como uma alternativa para utilização no ensino da anatomia para o curso de Medicina e permitem que o aluno escolha a melhor técnica de aprendizagem.

Abstract: Introduction: Medical education is adapting, in terms of methodologies and learning techniques, to facilitate and enhance student comprehension. Active learning methodology models, that can be applied as critical analysis and problem-based learning, encourage critical thinking among the students, and the teacher assumes a mediator role. Considering recent technological and scientific advances, the teaching resources use for clinical anatomy training need to be updated, with a view to developing a more flexible, creative and interactive learning experience. Objective: To present innovative tools in the anatomy teaching-learning process at medical school. Methodology: Integrative review performed through bibliographic search in the databases PubMed, Scielo and Cochrane, following appropriate methodological steps. Results: Of the 23 selected articles, six addressed the use of three-dimensional models; seven were about radiology and imaging; five discussed dissection; six were directed at simulators, games and computerized environments; and two articles discussed other methodologies, even though some articles approach more than one methodology. Three-dimensional models are of particular interest since they are acquired free of investment in conservation or legal procedures, unlike cadavers. Image diagnoses methods used in class help students understand their importance in patient diagnosis and treatment. Two other methodologies found were the Audience Response System (ARS) and Competency Based Medical Education (CBME). Finally, dissection presents the disadvantage the state of conservation and scarcity of the pieces, but it is still considered an active learning method that contributes toward better results for students. Conclusion: Active learning methodologies, especially the most prevalent ones, such as three-dimensional models, radiology and imaging, dissection and computerized environments, can be seen as an alternative for use in clinical anatomy training at university and allow the student to choose the best learning technique.

Metodologias ativas de ensino-aprendizagem: uso, dificuldades e capacitação entre docentes de curso de Medicina / Active teaching and learning methodologies: use, difficulties and training among medical course teachers

Resumo: Introdução: No Brasil, as Diretrizes Curriculares Nacionais para o curso de Medicina apontam que a formação médica deverá usar metodologias que privilegiem a participação ativa do aluno na construção do conhecimento, além de preverem a existência de programas de desenvolvimento e aperfeiçoamento docente no interior dos cursos de Medicina. Objetivo: Este estudo teve como objetivo avaliar o uso, a dificuldade e a capacitação referentes às metodologias ativas de ensino-aprendizagem (MAP) em docentes do curso de Medicina em dois campi da Universidade Federal de Santa Catarina. Método: Trata-se de estudo transversal com coleta de dados por meio de questionário em formato on-line, em que se pesquisaram variáveis demográficas, de formação acadêmica, de atuação docente e de MAP, incluindo seu uso na prática pedagógica, dificuldades e realização de capacitação no tema. Foram feitas análises estatísticas com o intuito de verificar diferenças entre as variáveis analisadas. Resultado: Participaram 63 docentes, com média de idade de 48,2 anos, maioria do gênero feminino (57,1%), com regime de trabalho de dedicação exclusiva (61,9%) e metade da amostra composta por médicos. Apenas um a cada dez professores referiu que não utiliza e/ou nunca utilizou MAP na sua atuação como docente, e metade mencionou ter dificuldade na sua utilização. Quanto à capacitação pedagógica, 54% referiram ter realizado, dos quais 67,7% mencionaram que ela não foi suficiente para dar densidade teórica ao processo de ensino-aprendizagem com MAP. Estudo de caso e aprendizagem baseada em problemas foram as MAP mais conhecidas e utilizadas dentro da universidade. Conclusão: O uso das MAP foi alto, e pouco mais da metade dos docentes tem alguma capacitação no tema. Considerando que a maioria dos docentes apontou dificuldades no seu uso com os discentes, faz-se necessário planejar a metodologia, a carga horária ou os temas das capacitações que são oferecidas.

Abstract: Introduction: In Brazil, the National Curriculum Guidelines for Medicine courses state that medical training should use methodologies that favor the active participation of the student in the construction of knowledge, in addition to providing for the existence of teacher development and improvement programs within Medical courses. Objective: To evaluate the use, difficulty and training related to Active Teaching and Learning Methodologies (MAP) in teachers of the Medicine course in two campuses of the Federal University of Santa Catarina. Method: Cross-sectional study with data collection through a questionnaire in an online format, researching demographic, academic education, teaching and MAP variables, including its use in pedagogical practice, difficulties and training on the subject. Statistical analyses were performed in order to verify differences among the analyzed variables. Results: 63 teachers participated, with a mean age of 48.2 years, mostly female (57.1%), who worked exclusively for the university (61.9%) and half of the sample population was composed of physicians. Only one in ten teachers reported that they do not use and/or never used MAP in their work as a teacher, and half reported having difficulty in using it. As for the pedagogical training, 54% reported having performed it, and among these, 67.7% reported that it was not enough to give theoretical density to the teaching-learning process with MAP. Case study and problem-based learning were the best-known MAPs and used within the university. Conclusion: The use of MAP was high and just over half of the teachers reported some training in the subject. Considering that most teachers pointed out difficulties in its use with students, it is necessary to plan the methodology, workload or themes of the training that are offered.

Experiencia docente en la aplicación de metodologías activas de aprendizaje en la educación superior enfermera / Teaching experience in the application of active learning methodologies in nursing higher education

Objetivo: Determinar la experiencia de los docentes sobre la aplicación de metodologías activas de aprendizaje en la formación académica del futuro profesional. Metodología: investigación cualitativa de tipo fenomenológico, descriptiva. Participaron 20 docentes cuyo muestreo fue por conveniencia y saturación de categorías, se utilizó la entrevista semiestructurada y grupo focal para obtener los datos. Resultados: emergieron seis categorías: docentes aplican metodologías activas de aprendizaje, estrategias para la sostenibilidad de las metodologías activas que aplican los docentes, elementos que fortalecen el desarrollo de las metodologías activas de aprendizaje, elementos que limitan el desarrollo de las metodologías activas de aprendizaje, estrategias metodológicas que muestran el areté en la formación del profesional de enfermería y aplicando deficientemente las metodologías activas en la formación profesional. Conclusión: La aplicación de las metodologías activas contribuyen al desarrollo de competencias integrales, favoreciendo la autonomía, confianza y el aprendizaje significativo crítico para su formación profesional.(AU)

Objective: To determine the experience of teachers on the application of active learning methodologies in the academic training of future professionals. Methodology: It was qualitative research of phenomenological, descriptive type. Twenty teachers participated, with a non-probabilistic sampling by convenience and saturation of categories; a semi-structured interview and focus group were used to obtain the data. Results: six categories emerged: teachers apply active learning methodologies, strategies for the sustainability of active methodologies applied by teachers, elements that strengthen the development of active learning methodologies, elements that limit the development of active learning methodologies, methodological strategies that show the areté in the training of the nursing professional and deficient application of active methodologies in professional training. Conclusion: The application of active methodologies contributes to the development of integral competences; favoring autonomy, confidence and critical significant learning for their professional training.(AU)