Mi SciELO
Servicios Personalizados
Revista
Articulo
Indicadores
- Citado por SciELO
- Accesos
Links relacionados
- Citado por Google
- Similares en SciELO
- Similares en Google
Compartir
FEM: Revista de la Fundación Educación Médica
versión On-line ISSN 2014-9840versión impresa ISSN 2014-9832
Resumen
CARABETTA JR, Valter. Problematization methodology: possibility for meaningful learning and interdisciplinary in medical education. FEM (Ed. impresa) [online]. 2017, vol.20, n.3, pp.103-110. Epub 16-Ago-2021. ISSN 2014-9840. https://dx.doi.org/10.33588/fem.203.886.
In medical school is gaining more prominence the speech on the need and importance of the curriculum as well as its organization take an interdisciplinary approach, decoupling closed curricular organization, tighten, biologicist with little, or no relationship among the different areas of knowledge and absent in unified vision of the human body. Thus, starting from the assumption that, in any segment of education, knowledge is a building held by the knowing subject, and that its development depends on teaching strategies that make them meaningful content to students, this work presents some reflections on the role and the value of questioning the methodology as a dynamic enabler of a significant and interdisciplinary teaching.
Palabras clave : Interdisciplinarity; Medical education; Problematization methodology.