A espiral construtivista: narrativa crítico-reflexiva a respeito da trajetória de graduação em medicina

Abstract

The medical graduation at the Federal University of São Carlos is based on active learning methodologies, especially Problem-Based Learning (PBL), represented by the Constructivist Spiral. This methodology allows the student to be the protagonist of the learning process and to be active in the process of knowledge building in a group. The constructivist spiral is made up of phases: identifying the problem, formulating hypothesis, elaborating questions, seeking new information, building new meanings, evaluating the process.1 The spiral movement represents not only the cyclicity of knowledge, but also the ability to face increasingly complex difficulties. The purpose of this thesis is to build a critical-reflective narrative demonstrating the application of the constructivist spiral in the trajectory of the medical graduation, through reports of experiences during the graduation, seeking to demonstrate the richness of this teaching-learning process, not only in techniques, but mainly in behavioral and attitudinal aspects.