The reorientation of the educational process of health professionals in Brazil has created a new demand for the education sector and a challenge to teachers, both mid-levels as top: overcoming their traditional pedagogical practices, and hierarchical directives. The reorientation of the proposed training came from the belief that students should have greater participation in the teaching-learning process. The challenge for educators becomes the creation of educational practices that promote the autonomy of the learner in the learning process, in their own learning. The mark of this reformulation in Brazil was the approval of the Law of Guidelines and Bases of National Education (LDB/96), Law n° 9.394, of 20 of December of 1996 [3
], established the Guidelines and Bases of National Education.
Ross et al. [4
] identified a multitude of teaching and learning strategies that are in evidence, and highlighted the evidence-based practice (EBP), the use of problem-based learning (PBL) and the creation of virtual learning environments as the most favoring the development of a learning critical and reflexive.
The educator Donald Schön [5
] originally defined reflective practice. For him, the professional reacts against the unexpected or unknown, placing his knowledge into action in aspects that go beyond the rules, facts, theories and available operations, restructuring their strategies, theories of phenomena or ways to set a problem and devise experiments to test their new understanding.
Progressive pedagogy argues in favor of the political nature of education, placing themselves in opposition to traditional education, which considers the school environment as a unique and exclusive dressage, breeding and legitimation of knowledge. The Critical pedagogy values the man as a subject in this process, a subject with critical consciousness capable of recognizing themselves in the world and this recognition to be able to turn it.
Paulo Freire [6
] translates the action-reflection-action as inseparable constituents of educational praxis, which involves teachers and students. In process of the action-reflection-action, both are involved in learning. Learning is an act that serves to transform reality.
The university education on nursing, in this process, has undergone profound transformations, also because it has been recognized as a concrete space for determining the practice of Nursing. In this context, we recognize that the pedagogical practices helping shape the learner, influencing the determination of the degree of awareness of the world and his ability to free himself, promoting the changes you want.