The challenge of current teaching is to use new pedagogical methodologies that enable the formation of a critical-reflective, ethical, transformative and humanized subject, and the transformations in education must be guided by teachers with a broader perception of scientific, social, cultural and academic methods(1). The use of active methodologies in the field of health, make it possible to build knowledge from the context of problems, development of skills and interaction in groups(2,3). The teaching and learning process of the Escola Superior de Ciências da Saúde undergraduate nursing course is centered on PBL, and the teacher is the learning facilitator and mediator. The research aimed to analyze the strengths and weaknesses of the teaching and learning process that involve the teaching-research-service integration based on the teachers' experience. This is an exploratory study with a qualitative approach. Data collection was performed by semi-structured interview. The data were analyzed using the IRAMUTEQ software, for analysis of the interviews. The 45 participating teachers showed adaptation to PBL, recognizing the importance of the teacher as a mediator and facilitator of the construction of the student's knowledge, with PBL being a stronghold for student learning. As a weakness, it was listed the low valuation of research within the institution. We evaluated the perception of the professors of the Nursing course, who positively perceived the teaching and learning processes as trainers of the critical-reflective student.

The perception of the teacher in the active teaching and learning process

[Conference proceedings](https://vbn.aau.dk/en/publications/transforming-pbl-through-hybrid-learning-models-timely-challenges)