Abstract

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 Aug 16, 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.

Keywords : Interdisciplinarity; Medical education; Problematization methodology.

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