<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2184-7770</journal-id>
<journal-title><![CDATA[New Trends in Qualitative Research]]></journal-title>
<abbrev-journal-title><![CDATA[NTQR]]></abbrev-journal-title>
<issn>2184-7770</issn>
<publisher>
<publisher-name><![CDATA[Ludomedia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2184-77702021000200051</article-id>
<article-id pub-id-type="doi">10.36367/ntqr.7.2021.51-59</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Metodologias Ativas no Ensino Superior: Percepção Docente sobre a Importância da Continuidade do Processo de Aprendizagem]]></article-title>
<article-title xml:lang="en"><![CDATA[Active Methodologies in Higher Education: Teacher's Perception on the Importance of the Continuity of the Learning Process]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Medeiros]]></surname>
<given-names><![CDATA[Rodolfo de Oliveira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Higa]]></surname>
<given-names><![CDATA[Elza de Fátima Ribeiro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Marin]]></surname>
<given-names><![CDATA[Maria José Sanches]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lazarini]]></surname>
<given-names><![CDATA[Carlos Alberto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lemes]]></surname>
<given-names><![CDATA[Monike Alves]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Faculdade de Medicina de Marília  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>10</day>
<month>06</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>10</day>
<month>06</month>
<year>2021</year>
</pub-date>
<volume>7</volume>
<fpage>51</fpage>
<lpage>59</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_arttext&amp;pid=S2184-77702021000200051&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_abstract&amp;pid=S2184-77702021000200051&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_pdf&amp;pid=S2184-77702021000200051&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Introdução: A educação pode ser considerada um caminho para mudar o mundo. Para isso, busca proporcionar, de forma eficaz, cada vez mais conhecimentos que são as bases para o desenvolvimento integral humano. Neste tocante, a formação continuada de docentes figura como importante aspecto na busca por mudanças significativas no cenário educacional, considerando as especificidades de cada cenário de sua atuação. As metodologias ativas no ensino superior têm despontado como uma estratégia inovadora e ao mesmo tempo desafiadora. Para tanto, faz-se necessário que o docente inserido nesse cenário esteja em constante aprendizado. Objetivo: Compreender a visão dos docentes do ensino superior em saúde sobre a continuidade do processo de aprendizagem. Método: Pesquisa qualitativa fundamentada nos pressupostos da Teoria das Representações Sociais, realizada em uma Faculdade do interior paulista, com quarenta docentes dos cursos de medicina e enfermagem, inseridos em unidades educacionais distintas. A coleta de dados ocorreu a partir de entrevistas gravadas, com uma questão norteadora que buscou compreender a percepção docente acerca da continuidade do processo de aprendizagem no âmbito das metodologias ativas. Resultados: Segundo a percepção dos docentes entrevistados, a continuidade do processo de aprendizagem é fundamental, essencial e oportuna, proporcionando condições de estarem sempre atualizados frente às inovações da atualidade. Indicaram as Tecnologias Digitais de Informação e Comunicação a principal forma de continuar aprendendo Conclusões: Nota-se que a percepção docente acerca da continuidade do processo de aprendizagem consiste em mecanismos de atualização. Reitera-se a necessidade de as instituições de ensino superior ofertarem condições para que ocorra a continuidade do processo de atividade docente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: Introduction: Education can be considered a way to change the world. To this end, it seeks to provide, in an effective manner, more and more knowledge that is the basis for integral human development. In this regard, the continuing education of teachers appears as an important aspect in the search for significant changes in the educational scenario, considering the specificities of each scenario of their performance. Active methodologies in higher education have emerged as an innovative and challenging strategy. Therefore, it is necessary that the teacher inserted in this scenario is in constant learning. Objective: To understand the view of higher education teachers in health on the continuity of the learning process. Method: Qualitative research based on the assumptions of the Theory of Social Representations, carried out at a Faculty in the interior of São Paulo, with forty professors from the medical and nursing courses, inserted in different educational units. Data collection took place from recorded interviews, with a guiding question that sought to understand the teaching perception about the continuity of the learning process within the scope of active methodologies. Results: According to the perception of the professors interviewed, the continuity of the learning process is fundamental, essential and timely, providing conditions to be always up-to-date in the face of current innovations. Digital Information and Communication Technologies indicated the main way to continue learning. Conclusions: It is noted that the teaching perception about the continuity of the learning process consists of updating mechanisms. The need for higher education institutions to offer conditions for the continuity of the teaching activity process is reiterated.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Saúde]]></kwd>
<kwd lng="pt"><![CDATA[Formação de Professores]]></kwd>
<kwd lng="pt"><![CDATA[Educação Permanente.]]></kwd>
<kwd lng="en"><![CDATA[Health]]></kwd>
<kwd lng="en"><![CDATA[Teacher training]]></kwd>
<kwd lng="en"><![CDATA[Permanent Education.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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