DRAMATICIZATION AS A TEACHING-LEARNING STRATEGY: EXPERIENCE REPORT IN THE DISCIPLINE OF PHYSIOTHERAPY IN GYNECOLOGY AND OBSTETRICS

Abstract

This study aimed to report the experience with the use of dramatization as a teaching-learning strategy in the discipline of Physiotherapy in Obstetrics and Gynecology. Methodology: An experience report was conducted on the participation of students in the work called FISIO OSCAR, a dramatization activity in which students created a video demonstrating the resolution of a clinical case. The students were evaluated by teachers and students in a debate-reflection format. Results: 97 students distributed in their classes participated in the activity. It was observed that students showed great interest in the area, review with greater understanding and assimilation of some content, more natural communication on topics, and greater integration and cooperation among students. Conclusion: Integrating active methodologies into theoretical teaching transforms learning, brings different meanings and broadens the vision of the professional world in the area worked.