Mapas conceituais como instrumento complementar no ensino-aprendizado da anatomia sistêmica

Abstract

Systemic Anatomy (AS) is a science that studies the human body in its macroscopic and microscopic form. Students have their first contact with the discipline in the first years of graduation in the health area. By presenting a range of contents and an extensive workload, it is understood that the traditional methodology is not as effective, so it is necessary to explore tools that help students during the learning process. The traditional methodology focuses on the teacher, in which the student is just the passive component of teaching-learning, which makes it difficult to understand and retain information, in addition to not instilling the students' critical sense. Therefore, active methodologies are thought of, which focus on the student, making him an active component of the teaching-learning process. An example of an active methodology are the Conceptual Maps (CMs), they consist of graphic representations of the content, which are organized in a hierarchical way and linked by connectives and/or connecting phrases. The CMs prove to be useful for the synthesis, construction and transmission of content even when offered ready-made, since it is possible to delimit the content and act as review/aid material. Based on this, the objective of this work is to produce CMs as complementary material for the study of AS. Initially, the most relevant AS contents were separated, under the guidance of a specialist in the area, using theoretical books and articles from the last 15 years. For the production of the CMs, the CmapTools® software was used, in which it was possible to graphically and hierarchically represent the content in question. In the end, 22 CMs were obtained which, despite covering extensive content, were concise and easy to understand. In addition, the MCs produced will be offered to students as didactic support material in the form of a book, which is in the process of being developed.