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    Metodologias ativas na educação superior brasileira em saúde: uma revisão integrativa frente ao paradigma da prática baseada em evidências
    (2021) SOUZA, Leonardo Santos de; SANTOS, Danielle Aparecida do Nascimento dos; MURGO, Camélia Santina
    Despite the many benefits mentioned in the literature about the use of active methodologies in higher education in Health to promote meaningful learning, such methods have found it difficult to be effective in Brazil. Since overcoming a problem requires a diagnosis that allows efficient interventions, this study analyzed the national production on active methodologies in higher education in Health between 2013 and 2018. It is about an integrative review in 5 national and international databases, which resulted in 42 eligible studies. Most of the literature (73,8%), comes from experience reports and case series, (evidence levels VI and VII) published in 2016 and 2017, carried out by public institutions (78,6%) and without funding (71,4%). They were developed in Nursing (35,7%) and Medicine (19%) courses, seeking to understand the students’ perception (28,6%) about the insertion of active methodologies, especially Problem-Based Learning (25%). The main advantages mentioned about active methodologies were the promotion of autonomy and critical and holistic thinking in the student. The aspects that threaten the realization of active learning, dealt with traditional curricula, poor infrastructure and inadequate teacher training. The low investment in research may justify the difficulty of implementing active methodologies, reinforcing the intensive use of a traditional curricular pedagogy that reduces the hassles that an evidence-based Brazilian health education can bring to all individuals of a passive learning culture.