Pedagogical approaches on teaching-learning: a reflexive view from nursing undergraduate students

Abstract

Teaching procedure and pedagogical approach undergo changes in face of new paradigms. The traditional conception of teaching, founded on the teacher’s authoritarianism and on the student’s passiveness, starts to give way to the critical reflexive pedagogy. In this context, the aim of our work was to verify the students’ opinion on different pedagogical approaches. For that we have developed, a qualitative, descriptive and exploratory study, analyzing the data through categorization. In general, students understand the pedagogy of knowledge transmission as “the acquisition of ready knowledge and disconnection between theory and practice”. They recommend the teaching of conditioning emphasizing results through stimulus and response, and they characterize the problem-raising pedagogy as “a search for problem solving which leads to the transformation of reality”, taking into consideration in the process the student as “the central agent” and the teacher as “the facilitator of knowledge”. In summary, the individuals coherent in their answers, evidence the advantages of the problem-raising pedagogy.