Teaching and learning perspectives in higher education

Abstract

This describes practices of teaching and learning in a course included in a master's program curriculum in the field of health sciences and evaluates the potential of these practices in the acquisition of knowledge and the development of critical thinking and understanding. The course lasts 14 weeks and includes contributions from several scientific areas; the analysis of a subject is stimulated through several topics; teaching is oriented to learning objectives arranged into modules and goes through several phases. Were observed 34 hours of classes, using an observation rubric, we interviewed 2 teachers and 4 students. For data categorization, we used content analysis (Bardin, 1977). The observations revealed an interactive environment among peers and between students and teachers. The assumption of a student-centered and integrated education perspective may help learning, potentiating the development of autonomy and critical thinking skills, understanding, curiosity, self-confidence and self awareness.