Student-centered practices of teaching and learning in higher education

Abstract

This paper describes student-centered practices of teaching and learning in a course included in the curricular matrix of a master's in the field of health sciences. The main goal was to evaluate the potential of these practices for the acquisition of knowledge, as well as for the development of critical thinking, self-confidence and autonomy. The course lasts 14 weeks and includes contributions from several scientific areas; the analysis of a subject is stimulated through several topics; teaching is oriented to learning objectives arranged into modules and goes through several phases. Thirty four hours of classes were observed, using an observation framework, we interviewed 2 teachers and 4 students. For data categorization, we used content analysis (Bardin, 1977). Both observations and interviews revealed an interactive environment among peers and between students and teachers. The assumption of a student-centered and integrated education perspective helps learning, potentiating the development of autonomy and critical thinking skills, understanding, curiosity, self-confidence and self-awareness