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首页> 外文期刊>Revisbrato >Processo de forma??o de terapeutas ocupacionais: a utiliza??o da metodologia da problematiza??o no contexto de uma a??o extensionista/The process of vocational training occupational therapists: a problematization methodology in the context of an extensionist action
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Processo de forma??o de terapeutas ocupacionais: a utiliza??o da metodologia da problematiza??o no contexto de uma a??o extensionista/The process of vocational training occupational therapists: a problematization methodology in the context of an extensionist action

机译：职业治疗师的过程：在职业培训职业治疗师的扩建主义/过程中使用问题化方法：在延伸主义行动背景下的问题化方法

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Introduction: The use of active methodologies in the teaching-learning process is a differentiated pedagogical strategy that contributes to relevant and lasting learning. Objective: The study aimed to describe the experience of using the methodology of the problem-solving in the teachinglearning process of academics inserted in an extension project. Methods: This is a qualitative research, carried out with students of the Occupational Therapy course who conducted a digital inclusion workshop. The data collection was performed through the analysis of the reflexive field diaries that were constructed and the transcripts of the focus groups held after the digital inclusion extension project for adults and older people meetings. For the conduction of the groups, the mediator-teachers followed the proposal of the Scheme of the Arch of Charles Maguerez. Results: The adopted methodology allowed, from the observation of reality, to identify situations-problems related to the development of the extensionist action, which were listed and theorized, allowing the planning and selection of strategies to solve them. This allowed to broaden the knowledge of the subject worked on the extension and to favor the personal maturation, as well as to promote the development of competences for the professional pratice. Conclusion: The problematization methodology proved to be an interesting strategy for the academic maturity and the development of professional competences, since it made the students active and critical throughout the development process of the Arch.
机译：简介：在教学过程中使用活性方法是一种有差异化的教学策略，有助于相关和持久的学习。目的：该研究旨在描述在扩展项目中插入的学术教学过程中使用问题解决方法的经验。方法：这是一个定性研究，与进行数字纳入车间的职业治疗课程的学生进行。数据收集是通过分析构建的反复场日记和成人和老年人会议的数字包容扩展项目后举行的重点组的成绩单进行。为了传入组，中介教师遵循查尔斯马保人拱门的建议。结果：采用的方法允许从现实的观察中识别与延伸主义行动的发展有关的情况，这些问题被列出和理论，允许计划和选择解决这些策略。这允许扩大对延长的主题的知识，并赞成个人成熟，以及促进专业似乎的能力的发展。结论：问题化方法证明是学术成熟度和专业能力发展的有趣策略，因为它使学生在整个拱门的发展过程中积极和批评。

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