Banca de QUALIFICAÇÃO: ROSILDA VASCONCELLOS DA SILVA

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : ROSILDA VASCONCELLOS DA SILVA
DATE: 27/03/2024
TIME: 08:00
LOCAL: Webconferência
TITLE:

INQUIRY-BASED LEARNING IN THE CURRICULAR INTERNSHIP IN SOCIAL WORK: the Right to Civil Registration of Birth in the SUS

KEY WORDS:

Inquiry-Based Teaching, Inquiry-Based Learning, Investigative Teaching Sequences, Underreporting of Birth Registration, Curricular Internship in Social Work.

PAGES: 195
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Ensino-Aprendizagem
SPECIALTY: Métodos e Técnicas de Ensino
SUMMARY:

Introduction: The adoption of active methodologies for undergraduate students suggests a paradigm shift, where the educator is not merely a transmitter of knowledge but an encourager of the student's curiosity, stimulating the pursuit of knowledge. In these approaches, the student plays an active and central role in the learning process, not merely a passive recipient of information to be absorbed. Inquiry-Based Learning (IBL) is embedded within the context of active methodologies, as it encourages students to seek solutions to the problems they face in their daily lives. This methodology has the potential to promote understanding of social phenomena and the development of scientific skills such as procedural knowledge, reasoning, and communication, among others. The Inquiry-Based Learning (IBL) method involves approaching content through problems, in a shared journey between students and educators who explore and question phenomena in a structured and systematic manner, aiming to make learning meaningful and relevant. Inquiry-Based Learning (IBL) is implemented through teaching activities known as Investigative Teaching Sequences (ITS), which are didactic proposals aimed at developing scientific content or themes through different investigative activities. Curricular internships are mandatory activities in which students develop essential competencies and skills for professional practice, representing an important moment of preparation for their future professional actions in the face of social demands. In Service research, these investigations are an important part of the professional posture, integrating technical and operative skills of the social worker. Among the various issues experienced within the Maternity context is the problem of underreporting of Birth Registration, which is essential for ensuring citizenship rights from the earliest moments of neonates' lives, as it opens doors to access various essential public policies such as health, education, and social assistance. Despite this, it is concerning to observe that many women, even with the free and available service at HUPAA/UFAL, fail to register their newborns. The study reflects on educational practices that promote the intern student's role as the protagonist of teaching and learning, considering their skills and prior knowledge about the surrounding reality, as well as the development of scientific skills through the implementation of the Inquiry-Based Learning method. The work consists of 2 articles. In the first article: DIGITAL REFLECTIVE PORTFOLIO IN INQUIRY-BASED 8 LEARNING: an analysis in the context of curricular internship in social work; the aim was to evaluate the learning obtained by the students through the application process of the IBL methodology, and another function of this tool was to stimulate, assist in reflections, and in the writing of knowledge acquired from the execution of the Investigative Teaching Sequences (ITS), developed in the research project. In the second article: INQUIRY-BASED TEACHING AND CURRICULAR INTERNSHIP IN SOCIAL WORK: a possible meeting. aimed to explore the contributions of the active teaching methodology Inquiry-Based Learning (IBL) regarding the problem of underreporting of birth registration, with students of the Social Work course during supervised curricular internship in Social Work. Objective: To explore the contributions of Inquiry-Based Learning (IBL) regarding the problem of underreporting of birth registration, during supervised curricular internship in Social Work. Methodology: This is a research with qualitative methods, descriptive, exploratory, and diagnostic in nature. The methodological perspective to be adopted will be action research, which is characteristic of this methodological perspective to provide participants with conditions to search for solutions to a problem presented within a certain social context, providing conditions for changes in the experienced reality. The Inquiry-Based Learning (IBL) approach will be used in this action research, with the supervisor of the field/researcher and the students who will be experiencing the practice reality, intervening on it from a change perspective. The teaching methodology of IBL, developed through four (04) Investigative Teaching Sequences (ITS). The Investigative Teaching Sequence (ITS) is a didactic proposal aimed at developing scientific content or themes through different investigative activities. The ITS will be used in the following activities: ITS-1, Digital Reflective Portfolio, (developed in the digital tool Padlet); ITS 2-Systematic Documental Research, ITS-3 Diagnostic Field Research, and ITS-4- Integrative Systematic Review. Data collection took place between June and December 2023, where students developed the 4 (four) Investigative Teaching Sequences (ITS), proposed to investigate the sub-registry of birth registration in the public Maternity. For the elaboration of the Digital Reflective Portfolio (ITS1), students received guidance and systematic monitoring for the portfolio realization through group discussions that took place in person. ITS 2 (systematic documental research of diagnostic character aimed to lead intern students to understand the problem of underreporting birth 9 registration at HUPAA/UFAL, for this step, the following technical visits were made: visit1: Service point of the Civil Registry Office, located within HUPAA, in order to collect the number of Birth Registrations referring to the years from January 2017 to December 2022; visit 2: Billing Department of HUPAA/UFAL, to collect the number of Civil Birth Registrations billed during the years 2017 to 2022. In ITS 2, the data obtained from the Diagnostic Research were exposed in a table and analyzed individually by participant, ITS-3- Field Research: Integrative Systematic Review, describes a bibliographic review (secondary research), of the integrative systematic type, of qualitative nature systematic documental research, the selection of articles used in this mapping involved the selection of keywords, search terms, and inclusion criteria to identify studies to be later evaluated and included in the mapping. It is a bibliographic review (secondary research), of the integrative systematic type, of qualitative nature, with inclusion criteria (full text available for free, such as: original and review articles; publications from 2000 to 2022) and exclusion (repeated articles and those that do not cover the themes that deal with underreporting birth registration). Scans were performed in virtual libraries (CAPES Periodicals, Scielo, BVS, Wiley, and Science direct) from the crossing of the following descriptors (Portuguese and English) through Boolean operator (AND), constituting the following search strings: a) underreporting (DeCS Identifier: 16129; Mesh ID: DDCS016129) AND Birth registration (DeCS Identifier: 36396; Mesh ID: DDCS036396); b) underregistration AND Birth Registration. ITS 3 was developed in a virtual environment, through the Google Meet platform, and counted on the participation of all study participants. ITS 4-Collection of Diagnostic Field Research aimed to obtain information directly from the population of postpartum women hospitalized in the HUPAA/UFAL Maternity, requiring the intern researchers, intern students, direct contact with the interviewees in the space where the phenomenon occurs, a set of information about the studied problem was collected through the application of a semi-structured questionnaire that aimed to investigate the reasons why postpartum women do not perform the birth registration document. The semi-structured questionnaire instrument used by students for data collection was developed by the researcher and underwent a validation process during the implementation by the main researcher of the Educational Products II discipline, taught in the Professional Master's Degree in Health Teaching of the Faculty of Medicine of the Federal 10 University of Alagoas MPES/FAMED/UFAL. Data collection took place at HUPAA/ UFAL Maternity, at the beds of postpartum women, where they were invited to participate in the study, and for this, they signed the Free and Informed Consent Form (FICF). Each of the 5 (five) students applied 6 (six) semi-structured questionnaires, totaling 30 (thirty) questionnaires, prior to data collection, a Pilot Test was performed by students, which aimed to adjust the previously elaborated questionnaire to the objectives that were intended to achieve. The responses obtained from the field research questionnaires were created in the Google Forms digital tool, with the responses being displayed through graphs, the results compiled and entered into a spreadsheet and, finally, analyzed collectively by students, resulting in a single interpretation. Results and discussion: The analysis of the IBL method was carried out from the elaboration of thematic categories, based on Bardin's content analysis that were developed from the use of Artificial Intelligence (AI) through CHATGPT version 3.5, and supervised by the human mind, the use of the IBL method, in the context of training in Service. The analysis of the IBL method, in the context of training in Service, revealed the learning that students developed during the didactic activities, pointing to a more dynamic perspective aligned with contemporary demands in educational work, especially in the context of curricular internship practice. The use of the active methodology demonstrated the active participation of intern students, who not only acquired knowledge about the studied theme but also developed skills of the scientific culture. This study highlights the importance of educational approaches that promote active student participation and integrate theory and practice effectively, preparing them for the challenges of the real world. Conclusion: The results obtained through the application of the Inquiry-Based Teaching / Learning method, for Social Work students in the Curricular Internship discipline, in the practice scenario of the HUPAA/UFAL Maternity, were consistent with the objectives proposed by the teaching methodology, the students were able to develop learning about the sub-registry of Birth Registration, as well as develop several skills present in the scientific culture such as: critical analysis, hypothesis elaboration, data collection, analysis of collected data, among others.

COMMITTEE MEMBERS:
Presidente - 1918787 - ANDREA MARQUES VANDERLEI FREGADOLLI
Interno(a) - ***.887.134-** - LENILDA AUSTRILINO SILVA - UFAL
Interno(a) - 529203 - LUCY VIEIRA DA SILVA LIMA
Externo(a) ao Programa - 278614 - MARIO JORGE JUCA - UFAL