Complementary Educational Strategies: contributions of Narrative Literature Reviews as educational tools

Abstract

In the learning process cognitive and socioemotional factors are observed, which require an interdisciplinary approach to understand it and, in this context, narrative literature reviews can be used as educational tools. The present study aimed to discuss the contributions to the teaching-learning process, focusing on complementary educational activities. It was observed that learning can occur in formal or informal environments, being dependent on the individual's pre-existing cognitive structure. Problem-Based Learning, Team-Based Learning, and the use of reflective portfolios to bring personal experiences closer to the syllabus were cited. It was concluded that the elaboration of narrative literature reviews promotes student autonomy and favors an expansion of knowledge, allowing the sharing of knowledge.