Sinergia Entre Aula Invertida y Aprendizaje Colaborativo: Transformación Didáctica en las Ciencias de la Salud en el MERCOSUR
Resumen
La presente investigación analiza la sinergia entre el Aula Invertida y el Aprendizaje Colaborativo como estrategias didácticas para la transformación educativa en las Ciencias de la Salud dentro del MERCOSUR. Ante los desafíos actuales de la formación de profesionales sanitarios, caracterizados por la necesidad de pensamiento crítico, autonomía y trabajo interdisciplinario, se propone un estudio de enfoque mixto que combina un análisis documental cualitativo de políticas, marcos normativos y experiencias pedagógicas en Argentina, Brasil, Uruguay y Paraguay, junto con un análisis cuantitativo basado en indicadores reales vinculados al uso de metodologías activas en educación superior. Los resultados cualitativos muestran que los cuatro países avanzan en la incorporación de modelos activos, aunque con ritmos desiguales determinados por políticas de digitalización, financiación universitaria y capacidades institucionales. A nivel cuantitativo, los datos regionales evidencian mejoras significativas en rendimiento académico, motivación estudiantil y participación cuando se aplican modelos sinérgicos que combinan aula invertida y trabajo colaborativo. En conjunto, los hallazgos permiten concluir que esta convergencia metodológica constituye un catalizador para la innovación pedagógica en Ciencias de la Salud, promoviendo aprendizajes profundos y una mayor adaptación a los desafíos sanitarios contemporáneos en la región del MERCOSUR
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Derechos de autor 2026 Emerson Cazari , Ihara Benítez, Mabel Silva, Wilma Talavera, Francisco Colman
Esta obra está bajo licencia internacional Creative Commons Reconocimiento 4.0.
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