“Knowledge is shared and makes everyone look at their work process!” An experience report based on reflective portfolios

Abstract

Active teaching-learning methodologies (MAEA) are characterized by valuing student participation in the construction of knowledge, making the learning process more autonomous, dialogical, contextualized and with the potential to transform reality. This paper is an experience report, with a qualitative approach, constructed by five master degree students and two professors from the Postgraduate Program in Clinical Management at the Federal University of São Carlos (PPGGC/UFSCar) who experienced a mandatory theoretical discipline called Curricular Activity of Educational Processes in Health (ACPES) in 2022. Objectives: Describe and analyze experiences and learning developed by master degree students at ACPES, through reflective portfolios constructed by the students themselves. Briefing of Experience: The methodological path had four moments: survey of documents related to ACPES and the portfolios of the five student authors; individual construction of a conceptual map about the experiences and significant transformations that occurred as a result of ACPES; selection of the three most evident and representative sets of experiences identified in the portfolios; and elaboration of a single conceptual map, bringing together the three sets of senses, meanings and values in relation to experiences, based on visualization in meaning cores. The analysis of the portfolios was guided by the theoretical frameworks of constructivism and resulted in three distinct categories: 1) Individual learning; 2) Learning in interpersonal relationships; and 3) Transformations in professional practice. It was observed that the process experienced in the AC produced motivation, responsibility, criticality, reflexivity and autonomy from an individual point of view. In the field of interpersonal relationships, the richness of diversity, construction of a space of empathy and acceptance for the consolidation of collaborative learning stand out. The transformations in professional practice are the highlight of this work, which reports actions to qualify the work processes of master's students. Conclusions: The organized and expressed subjectivities produced reflections on the MAEA that retrace previous theories in each discourse, rebuilding what we know as Active Methodologies and their potential to transform reality.