title: [Autonomy of nursing undergraduate student in the (re)construction of knowledge mediated by problem-based learning].
abstract: This is a qualitative study, using the 'Do it yourself' method, which aimed to analyze how Problem-Based Learning (PBL) promotes the development of learner's autonomy in the process of learning to learn. The subjects were 16 students and two tutors involved in the discipline. Data collection techniques combined semi-structured interviews, participant observation, log in portfolios, evaluation forms, and audio recording of the tutorials. Data analysis followed interpretation strategies defined by the authors: initial and in depth readings; construction and assembly of meanings' maps; development, description and analysis of empirical categories, in the light of the theoretical framework. The PBL favors the (re)construction of knowledge by the use of prior knowledge and experiences that are shared in small group; through the process of theorization; and by means of relevant knowledge - one that can be applied to practice. We conclude that PBL encourages continuous learning, developing in the student the autonomy in the process of learning to learn.
authors.affiliation: Programa de Pós-Graduação em Enfermagem, Faculdade de Enfermagem, Universidade Federal de Mato Grosso, Cuiabá, MT, Brasil.
authors.forename: Leonara Raddai Gunther de
authors.initials: LR
authors.lastname: Campos
authors.affiliation: Programa de Pós-Graduação em Enfermagem, Faculdade de Enfermagem, Universidade Federal de Mato Grosso, Cuiabá, MT, Brasil.
authors.forename: Mara Regina Rosa
authors.initials: MR
authors.lastname: Ribeiro
authors.affiliation: Escola de Saúde Pública do Estado de Mato Grosso, Secretaria de Estado de Saúde de Mato Grosso, Cuiabá, MT, Brasil.
authors.forename: Valéria Binato Santili
authors.initials: VB
authors.lastname: Depes
mesh_terms: D004506:Education, Nursing / Q000379:methods*; D018794:Problem-Based Learning; D013338:Students, Nursing