Active methodologies of teaching and the innovative impact on graduation

The higher education courses have been constantly stimulated to promote discussions and changes in pedagogical and curricular projects for the adoption of teaching strategies with a critical and reflective profile. The objective of this study was to synthesize the knowledge about the use and innovative impact of active teaching methodologies in the training of graduate students. This is a Systematic Review (SR) based on studies published between 2008 and 2018, in the databases of the Coordination of Improvement of Higher Education Personnel (CAPES), Latin American and Caribbean Literature in Health Sciences (LILACS) and the Scientific Electronic Library Online (SciELO). The final sample of the present SR was composed by 05 articles, addressing which active teaching methodologies are innovative strategies based on problematizing education, in which students are stimulated to participate actively in the construction of knowledge, in a way and integrating knowledge from different areas. The teacher has the role of mediator and facilitator of this learning movement.