ACTIVE TEACHING METHODOLOGIES IN SOCIAL WORK: SOME CONSIDERATIONS

Abstract

Educational games as instruments of active teaching methodology consolidate and expand beyond the boundaries of basic education. The study enables a theoretical discussion about the promotion of competencies and skills for social workers to act in the face of disruptive learning and the challenges of teaching-learning in the social field. Based on the critical dialectical perspective, a qualitative study was developed with the use of data triangulation as a strategy to achieve the proposed objectives. Some experiences with new technologies in realistic simulation through the reconstitution of the hospital reality were detected. As a consequence, the approach of active teaching methodologies was incorporated with an interface between digital technology, education and games as a possibility of innovation in the teaching-learning process. We conclude that in higher education, especially in the field of Social Work, the subject-supervised internship is a space in the curricular grid (privileged locus for the application of virtual realities) with simulations with games in the classroom and outside it. To this end, it is necessary to expand financial and human resource investments for the consolidation and development of new technologies aimed at the training of new social workers.