A INTERVENÇÃO FORMATIVA E A APRENDIZAGEM EXPANSIVA

This study is the result of an intervention which aimed at forming a group of reflexive medicine teachers who would be capable of thinking and implementing a new curriculum for the Medicine School of the Federal University of Pelotas (Pelotas – RS – Brazil). The intervention was based on the concepts of the Change Laboratory proposed by Engestrom (2007, 2011) and Virkkunen, Newnham (2013) and it was comprised by 10 meetings of 2 hours each (May to June 2015). The mediating artefacts used as support to the discussions of the new curriculum were: previous data regarding the evaluation of the course, different concepts of curriculum and the pedagogical concepts from Vygotsky’s theory; and questions that would allow the participants to think collectively. Data were analysed using the expansive learning perspective (ENGESTROM, 1987, 1999, 2002). At the end of the meetings and in the next three years the main changes observed were: the proposition of a new curriculum in 2017; some teachers were motivated to deepen their pedagogical knowledge; one of the medical school discipline, which was in a crises during the intervention, was thoroughly modified and presently presents good results; the basic disciplines of the course were horizontally reformulated; teachers are more engaged to discuss the changes necessary to the course;  different researches focused on medical education were performed and presented in Brazilian Medical Education Seminars; and, finally, an evaluation of OSCE  (Organized Structured Clinical Examination) was performed. Finally, the intervention was important to the professionals to recognise themselves as teachers and there was a movement from the role of the physician/teacher into the role of a teacher/physician.