<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2216-0973</journal-id>
<journal-title><![CDATA[Revista Cuidarte]]></journal-title>
<abbrev-journal-title><![CDATA[Rev Cuid]]></abbrev-journal-title>
<issn>2216-0973</issn>
<publisher>
<publisher-name><![CDATA[Programa de Enfermería, Facultad de Ciencias de la Salud, Universidad de Santander UDES]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2216-09732020000100600</article-id>
<article-id pub-id-type="doi">10.15649/cuidarte.822</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Metodologias ativas na formação crítica de mestres em enfermagem]]></article-title>
<article-title xml:lang="en"><![CDATA[Active Methodologies in the Critical Education of. Master&#8217;s Students in Nursing]]></article-title>
<article-title xml:lang="es"><![CDATA[Metodologías activas en la formación crítica de magister en enfermería]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Calheiros Pereira Sobral]]></surname>
<given-names><![CDATA[Janaína Paula]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodrigues Viana]]></surname>
<given-names><![CDATA[Maria Elizabete]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Alves Lívio]]></surname>
<given-names><![CDATA[Thaís]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Galdino dos Santos]]></surname>
<given-names><![CDATA[Alda]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Souza Costa]]></surname>
<given-names><![CDATA[Bruna Gabrielle de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Alves Rozendo]]></surname>
<given-names><![CDATA[Célia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Alagoas Escola de Enfermagem e Farmácia ]]></institution>
<addr-line><![CDATA[Maceió ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Alagoas Escola de Enfermagem e Farmácia ]]></institution>
<addr-line><![CDATA[Maceió ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal de Alagoas Escola de Enfermagem e Farmácia ]]></institution>
<addr-line><![CDATA[Maceió ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidade Federal de Alagoas Escola de Enfermagem e Farmácia ]]></institution>
<addr-line><![CDATA[Maceió ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,Universidade Federal de Alagoas Escola de Enfermagem e Farmácia ]]></institution>
<addr-line><![CDATA[Maceió ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af6">
<institution><![CDATA[,Universidade Federal de Alagoas Escola de Enfermagem e Farmácia ]]></institution>
<addr-line><![CDATA[Maceió ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2020</year>
</pub-date>
<volume>11</volume>
<numero>1</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S2216-09732020000100600&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S2216-09732020000100600&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S2216-09732020000100600&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Introdução  O objetivo deste trabalho foi relatar a experiência na utilização de metodologias ativas na formação de mestres em enfermagem.  Materiais e Métodos  Estudo descritivo do tipo relato de experiência, ancorado na pedagogia crítica de Paulo Freire, que descreve a vivência de mestrandos de um programa de pós-graduação strictu sensu acerca da utilização de metodologias ativas e inovadoras em sala de aula. Foram utilizadas duas estratégias como auxílio no processo de ensino-aprendizagem, a saber: dinâmica e paródia musical.  Resultados  Com a utilização da dinâmica da margarida e a paródia musical como subsídio para discutir o conteúdo, percebeu-se uma maior atenção por parte do público-alvo, bem como uma maior participação para a construção do conhecimento.  Discussão  Baseando-se na execução das atividades, a dinâmica aliada à paródia pôde ser considerada efetiva enquanto processo individual de construção por meio das diferentes formas de interação com o ambiente/conteúdo e instigando a consciência crítica. Ambas despertaram a curiosidade e o interesse dos discentes, motivando-os e facilitando o processo de aprendizagem. Houve o desenvolvimento do senso criativo e o incentivo aos processos afetivos e cognitivos.  Conclusões  Conclui-se que a utilização de metodologias ativas em programas de pós-graduação strictu sensu, estimula a participação, a discussão, o entendimento dos conteúdos mais complexos e a aprendizagem, podendo ser empregada, desde que se leve em consideração o conteúdo, o espaço, a metodologia, o público e a disponibilidade dos recursos necessários para implementar o que foi planejado.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction  This study is aimed at sharing experiences in the use of active methodologies in the education of master&#8217;s students in nursing.  Materials and methods  A descriptive narrative study was conducted based on Paulo Freire&#8217;s critical pedagogy, describing the experience that master&#8217;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&#8217; 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.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción  El objetivo de este trabajo es narrar la experiencia en el uso de metodologías activas en la formación del magíster en enfermería.  Materiales y Métodos  Estudio descriptivo del tipo relato de experiencia, anclado en la pedagogía crítica de Paulo Freire, en donde se describe la experiencia de los estudiantes de maestría de un programa de postgrado stricto sensu con el uso de metodologías activas e innovadoras en el aula. Se utilizaron dos estrategias como ayuda en el proceso de enseñanza y aprendizaje, concretamente la dinámica y la parodia musical.  Resultados  Con el uso de la dinámica de las margaritas y la parodia musical como base para discutir el contenido, el público objetivo percibió una mayor atención, así como una mayor participación en la construcción del conocimiento.  Discusión  Basado en la ejecución de las actividades, la dinámica junto con la parodia podría considerarse efectiva como un proceso individual de construcción a través de diferentes formas de interacción con el entorno/contenido y motivar la conciencia crítica. Ambos despertaron la curiosidad e interés de los estudiantes, motivándolos y facilitando el proceso de aprendizaje. Tuvo lugar el desarrollo del sentido creativo y el estímulo de los procesos afectivos y cognitivos.  Conclusiones  Se concluye que el uso de metodologías activas en programas de posgrado strictu sensu fomenta la participación, la discusión, la comprensión del contenido y el aprendizaje más complejos, y pueden emplearse, siempre que se tengan en cuenta el contenido, el espacio, la metodología, la audiencia y la disponibilidad de los recursos necesarios para implementar los planes.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação em Enfermagem]]></kwd>
<kwd lng="pt"><![CDATA[Ensino]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Metodologia]]></kwd>
<kwd lng="pt"><![CDATA[Música]]></kwd>
<kwd lng="en"><![CDATA[Education, Nursing]]></kwd>
<kwd lng="en"><![CDATA[Teaching]]></kwd>
<kwd lng="en"><![CDATA[Learning]]></kwd>
<kwd lng="en"><![CDATA[Methodology]]></kwd>
<kwd lng="en"><![CDATA[Music]]></kwd>
<kwd lng="es"><![CDATA[Educación en Enfermería]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza]]></kwd>
<kwd lng="es"><![CDATA[Aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[Metodología]]></kwd>
<kwd lng="es"><![CDATA[Música]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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