SIMULAÇÃO DRAMÁTICA COMO ESTRATÉGIA PEDAGÓGICA PARA O ENSINOTÉCNICO EM FARMÁCIA

Abstract

This experience report presents a dramatic simulation as an alternative pedagogical strategy in technical Pharmacy education. The activity integrated technical and interpersonal competencies within a realistic, interdisciplinary, and low-cost laboratory setting, overcoming limitations of traditional teaching methods. Grounded in active methodologies and experiential learning, the simulation encouraged clinical reasoning, critical analysis, and teamwork through a static scene involving an unconscious researcher, unidentified reagents, and clinical clues related to chronic diseases. The simulation was structured in three stages: scenario design with symbolic and technical elements; collaborative observation and report writing; and individual consolidation through a digital form. Fourteen multigenerational students participated, none of whom had prior experience with dramatic simulations. The intervention was planned by Pharmacy and Nursing educators, in accordance with the ethical principles of Resolution CNS Nº. 510/2016. Results indicate that the activity fostered engagement, investigative curiosity, and evidence-based learning. Students demonstrated the ability to identify reagents, interpret clinical signs, and propose appropriate actions, while reflecting on biosafety, communication, and interdisciplinarity. The simulation highlighted the potential of active methodologies to develop both technical and socio-emotional skills, even in resource-limited contexts. It is concluded that dramatic simulation is a promising and replicable tool for technical health education, contributing to the training of critical professionals prepared for the challenges of the pharmaceutical field.