Abstract:

Introduction:
The use of digital media and virtual learning objects enrich the permanent education process especially when backed by critical and emancipatory pedagogy [1]. Especially virtual learning objects in game format in which students can build scenarios and situations based on reality, it greatly help in the questioning and the search for alternative intervention. The training of health professionals to deal with child domestic violence in primary care was tone for an e-learning in which it was developed a virtual learning object.

Objective:
To describe the development of a virtual learning object, emphasizing its educational and operational elements.

Method:
This is an applied research which one of the steps was the development of virtual learning object, called "Unveiling the territory and its network." The object is designed as a playful apparatus to represent the reality of health professionals, to discuss the daily experience in dealing with child abuse and to seek alternatives to overcome.

Results:
The tool consists of an application developed for WEB, hosted on the server of an university in São Paulo, Brazil. We divided into three parts: game, web services and administrative. We created three different scenarios where the student had to play: a) representing himself, his life story and his family; b) representing the reality of their work institution, describing the coverage area; c) describing one family member who was faced with child domestic violence. The course proposes were to explore the reality and to seek within the family and within the territory ways of recognizing and addressing child domestic violence. The participants are encouraged to identify environments where salutogenic relationships are built or strengthened. The participants are also encouraged to identify environments where violence occurs.

Discussion:
We understand that teaching-learning process is the process that allows exchange of experiences between the teacher and the student considering the previous experiences. It also allows affectionate relationships between those involved in the process. It is a complex process because it involves people and their world views which are determinants of their attitudes [2].The responsibility for addressing violence must be taken on a critical reflection of the reality experienced daily by a professional.

Conclusion:
The fundamental elements of a learning object oriented to face the child abuse are: encouraging the development of professional autonomy; discuss real problem of health services practices; and above all, dialogic interactivity between students and teacher.

References:
[1] Peres, H.H.C. Prado, C. Alavarce, D.C. Aroldi, J.B.C. Caetano, K.C. (2011). Da sala de aula presencial para o ambiente virtual de aprendizagem: considerações, planejamento e experiências. In: Prado, C. Peres, H.H.C. Leite, M.M.J. (2011). Tecnologia da Informação e da Comunicação em Enfermagem. São Paulo: Atheneu. pp. 85-101.
[2] Egry, E.Y. (1996). Saúde coletiva: construindo um novo método em enfermagem. São Paulo: Ícone, pp. 13-47.

Keywords:

Teaching Materials, Competency-based Education, Education, Distance, Primary Health Care.