<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1981-5271</journal-id>
<journal-title><![CDATA[Revista Brasileira de Educação Médica]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Bras. Educ. Med.]]></abbrev-journal-title>
<issn>1981-5271</issn>
<publisher>
<publisher-name><![CDATA[Associação Brasileira de Educação Médica]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-52712014000400566</article-id>
<article-id pub-id-type="doi">10.1590/S0100-55022014000400018</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Metodologias problematizadoras em currículos de graduação médica]]></article-title>
<article-title xml:lang="en"><![CDATA[Problem solving in medical undergraduate curricula]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Maia]]></surname>
<given-names><![CDATA[José Antonio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de São Paulo  ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Municipal de São Caetano do Sul  ]]></institution>
<addr-line><![CDATA[São Caetano do Sul SP]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2014</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2014</year>
</pub-date>
<volume>38</volume>
<numero>4</numero>
<fpage>566</fpage>
<lpage>574</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-52712014000400566&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-52712014000400566&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-52712014000400566&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[A educa&#231;&#227;o, em seus v&#225;rios n&#237;veis, tem o papel de assimila&#231;&#227;o de uma realidade cultural e de se preparar para resolver problemas referentes a determinada &#225;rea do conhecimento. Dentre as v&#225;rias vertentes do ensino, o construtivismo tem exercido influ&#234;ncia na forma&#231;&#227;o profissional, manifestada principalmente nas metodologias problematizadoras de ensino-aprendizagem. Em diversas escolas no mundo, o curso de gradua&#231;&#227;o em Medicina tem se mostrado um cen&#225;rio de aplica&#231;&#227;o destas modalidades: a aprendizagem baseada em problemas e a problematiza&#231;&#227;o. Embora metodologicamente diferentes, ambas trabalham em regi&#245;es de desenvolvimento cognitivo potencial dos estudantes, valorizando problemas e n&#227;o tem&#225;ticas como pontes entre o conhecimento do aluno e os objetos de aprendizagem. Este trabalho sumaria a utiliza&#231;&#227;o das metodologias problematizadoras na forma&#231;&#227;o profissional na gradua&#231;&#227;o m&#233;dica como estrat&#233;gias de aproxima&#231;&#227;o da aprendizagem cotidiana do profissional, propondo uma reformula&#231;&#227;o do arco de Maguerez que torna o esquema mais aplic&#225;vel &#224;s diversas etapas desse processo formativo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Education, at its various levels, plays a role of assimilating a cultural reality and aims to prepare the student to solve problems related to a particular area of knowledge. Among the various theoretical possibilities of the learning process, constructivism has exerted an influence on professional training, as shown mainly by problem-solving methodologies of teaching and learning. The undergraduate course in medicine is, in several schools around the world, a setting for the application of these methods: problem-based learning and problem-solving. Although methodologically different, both deal with areas of potential cognitive development of students, highlighting problems instead of contents as bridges between knowledge of the learner and learning objects. This work summarizes the use of problem-solving methodologies in medical training as strategies for approaching school education with everyday learning professional activities, and proposes a reformulation of the arch of Maguerez that makes the scheme more suitable to the various stages of the training process.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Médica]]></kwd>
<kwd lng="pt"><![CDATA[Currículo]]></kwd>
<kwd lng="pt"><![CDATA[Resolução de Problemas]]></kwd>
<kwd lng="en"><![CDATA[Medical Education]]></kwd>
<kwd lng="en"><![CDATA[Curriculum]]></kwd>
<kwd lng="en"><![CDATA[Problem Solving]]></kwd>
</kwd-group>
</article-meta>
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