Theoretical reflection regarding the proximity of bioethics with active methodologies

Objective: To discuss how Bioethics is presented in the teaching-learning process that uses active methodologies in higher education. Method: This is a theoretical reflection on the relationship between bioethics and active methodologies. Results: The theoretical reflection was divided into three main topics, these being: The student-teacher relationship considering bioethics and active methodologies, which discusses the use of bioethical aspects in the relationship between the participants in the teaching-learning process, the new role of the teacher and the student in this process, dealing with mutual respect, positive relationships, equality, the individual as a holistic concept, and the importance of dialogue as a safe alternative to eliminate the boundaries between teacher and student; Autonomy of the student in active methodologies, which emphasizes that these methodologies are based on the principle of autonomy, because teaching requires respect for the autonomy and dignity of each subject, emphasizing that the question is how to solidify the recognition of this autonomy, and the need for the teacher to recognize him/herself as an eternal learner; and Contributions of active methodologies for the teaching of bioethics, which discusses the articulation between these two knowledge areas in the teaching-learning process, and presents the different pedagogical resources of active methodologies that can be used for the teaching of Bioethics, such as cinema, portfolio, interdisciplinary debate, Problem-Based Learning, Team-Based Learning, and workshops. Conclusion: Bioethics has an important proximity with active methodologies, with teachers and students needing to take on new roles, influencing their relationship in the teaching-learning process, for a humanistic, critical and inclusive formation.