Introduction

This study is aimed at sharing experiences in the use of active methodologies in the education of master’s students in nursing.

Materials and methods

A descriptive narrative study was conducted based on Paulo Freire’s critical pedagogy, describing the experience that master’s students of a stricto sensu postgraduate course had in the use of active and innovative methodologies in the classroom. Two strategies were used to assist the teaching-learning process, namely: dynamics and musical parody.

Results

When using the flower dynamics and musical parody as a basis for discussing the content, the target audience perceived greater attention, as well as greater participation in the construction of knowledge.

Discussion

Based on the implementation of activities, dynamics and parodies may be considered effective as an individual process of construction through different forms of interaction with the environment/content, promoting critical awareness. Both aroused students’ curiosity and interest, encouraging them and facilitating the learning process. The development of creative sense-making and the stimulation of affective and cognitive processes took place.

Conclusions

Finally, it may be concluded that the use of active methodologies in strictu sensu postgraduate programs promotes participation, discussion, understanding of more complex content and learning, and these can be used, provided that contents, room, methodology, audience and availability of resources required to implement plans are taken into account.

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