<?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>S1981-52712015000300352</article-id>
<article-id pub-id-type="doi">10.1590/1981-52712015v39n3e01262014</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Ensino e Aprendizagem em Estágio Supervisionado: Estágio Integrado em Saúde]]></article-title>
<article-title xml:lang="en"><![CDATA[Teaching and Learning in Supervised Internship: Integrated Internship in Health]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pimentel]]></surname>
<given-names><![CDATA[Emanuelle Cavalcante]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vasconcelos]]></surname>
<given-names><![CDATA[Maria Viviane Lisboa de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodarte]]></surname>
<given-names><![CDATA[Renato Santos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pedrosa]]></surname>
<given-names><![CDATA[Célia Maria Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pimentel]]></surname>
<given-names><![CDATA[Fernando Silvio Cavalcante]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Alagoas  ]]></institution>
<addr-line><![CDATA[Maceió AL]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2015</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2015</year>
</pub-date>
<volume>39</volume>
<numero>3</numero>
<fpage>352</fpage>
<lpage>358</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-52712015000300352&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-52712015000300352&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-52712015000300352&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMOAs Institui&#231;&#245;es de sa&#250;de de ensino superior t&#234;m buscado efetuar mudan&#231;as em seus projetos pol&#237;tico-pedag&#243;gicos, replanejando, assim, seus curr&#237;culos. Esta pesquisa teve por objetivo avaliar o processo de ensino-aprendizagem no est&#225;gio supervisionado, quando realizado com a integra&#231;&#227;o de estudantes de diversos cursos na &#225;rea da sa&#250;de, utilizando como abordagem um estudo de caso etnogr&#225;fico, por meio de observa&#231;&#227;o participante, question&#225;rio semiestruturado e grupo focal. Mediante a triangula&#231;&#227;o dos dados, p&#244;de-se perceber a import&#226;ncia da interdisciplinaridade, do trabalho em equipe, da contribui&#231;&#227;o para a forma&#231;&#227;o profissional e do papel do docente como facilitador do processo de ensino-aprendizagem, estimulando o senso cr&#237;tico e a tomada de decis&#227;o. A proposta do Est&#225;gio Integrado permite um novo olhar no processo de ensino-aprendizagem, aliada &#224; diversifica&#231;&#227;o do cen&#225;rio de pr&#225;tica, principalmente quando se fala em ensino na sa&#250;de. O Est&#225;gio Integrado pode ser entendido como uma estrat&#233;gia pedag&#243;gica para tentar superar a fragmenta&#231;&#227;o do conhecimento e ser utilizado como um referencial por outras Institui&#231;&#245;es de ensino na sa&#250;de que buscam formar profissionais de sa&#250;de com perfil humanista, capazes de atuar na integralidade da aten&#231;&#227;o &#224; sa&#250;de e em equipe.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACTHigher education health institutions have sought to make changes to their political-pedagogical projects, thus redesigning their curricula. This study aimed to evaluate the teaching-learning process in supervised internships that integrate students from diverse health care courses, using the approach of an ethnographic case study through participant observation, semi-structured questionnaire and focus groups. Triangulated data indicates the importance of interdisciplinary structure, teamwork, the teacher&#8217;s role and contribution as facilitator of the training process, encouraging critical thinking and decision making. The proposed Integrated Internship allows a new vision of the teaching-learning process, coupled with diversified practical situations, particularly as regards education in health. It can be understood as a pedagogical strategy aimed at overcoming knowledge fragmentation and can be used as a benchmark by other educational institutions in health, seeking to train health professionals with a humanistic profile, ready to work in comprehensive health care and as part of a team.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Estágio]]></kwd>
<kwd lng="pt"><![CDATA[Ensino]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Educação em Saúde]]></kwd>
<kwd lng="en"><![CDATA[Internship]]></kwd>
<kwd lng="en"><![CDATA[Teaching]]></kwd>
<kwd lng="en"><![CDATA[Learning]]></kwd>
<kwd lng="en"><![CDATA[Health Education]]></kwd>
</kwd-group>
</article-meta>
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