<?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>S1981-52712016000400653</article-id>
<article-id pub-id-type="doi">10.1590/1981-52712015v40n4e01042015</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Tutoria como Estratégia para Aprendizagem Significativa do Estudante de Medicina]]></article-title>
<article-title xml:lang="en"><![CDATA[Tutorial Groups as a Strategy for Meaningful Learning among Medical Students]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Luna]]></surname>
<given-names><![CDATA[Willian Fernandes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bernardes]]></surname>
<given-names><![CDATA[Jefferson de Souza]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Faculdade de Ciências Médicas da Paraíba  ]]></institution>
<addr-line><![CDATA[João Pessoa PB]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<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>12</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2016</year>
</pub-date>
<volume>40</volume>
<numero>4</numero>
<fpage>653</fpage>
<lpage>662</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-52712016000400653&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-52712016000400653&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-52712016000400653&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Esta pesquisa teve como objetivo analisar a estrat&#233;gia da Tutoria inserida em um curr&#237;culo m&#233;dico com tend&#234;ncia ao tradicional, n&#227;o orientado por problemas, utilizando as falas de estudantes de Medicina de uma institui&#231;&#227;o de ensino superior brasileira. Para a compreens&#227;o do campo-tema, optou-se por desenvolver uma pesquisa com abordagem qualitativa. Os referenciais te&#243;rico-metodol&#243;gicos utilizados discutem os processos de ensino-aprendizagem e da &#225;rea de linguagem e an&#225;lise de discurso. Como procedimentos metodol&#243;gicos foram utilizadas as t&#233;cnicas de Roda de Conversa, di&#225;rio de campo e observa&#231;&#245;es. Foram identificados os repert&#243;rios lingu&#237;sticos das falas dos sujeitos, com foco nas controv&#233;rsias do discurso, que conformaram sete conjuntos de sentidos. Conclui-se que, com base nas falas dos estudantes, a inser&#231;&#227;o da estrat&#233;gia da Tutoria, de inspira&#231;&#227;o na Aprendizagem Baseada em Problemas, em curr&#237;culos mais tradicionais pode ser uma alternativa para iniciar processos de mudan&#231;a curricular no caminho da constru&#231;&#227;o de uma aprendizagem significativa, desde que haja planejamento coerente com a proposta pedag&#243;gica do curso, resultando no desenvolvimento de autonomia, criticidade, respeito e aprendizado com as diferen&#231;as, que s&#227;o compet&#234;ncias importantes a serem desenvolvidas pelo futuro m&#233;dico.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This research project aimed to analyze the strategy of usingtutorial groupsas part of a medical degree curriculum mostly traditional in style instead of problem-guided, according to views expressed orally by medical students at a Brazilianhigher education institution. To better understand the subject, we chose to developqualitative research. The theoretical and methodological references used are authors who discuss the teaching-learning and language area processes, as well as discourse analysis. Instruments employed includeconversation circle techniques, field diaries and observations. Language repertoires were identified from the students&#8217; comments, with a focus on the controversies of the speech, which formed seven sets of directions. Based on the students&#8217; opinions, our conclusion is that the use of atutoring strategy inspired by Problem-Based Learning in more traditional curricula may serve as an alternative for instigating curricular change processes in order to build more meaningful learning, provided there is coherent planning with the course&#8217;s teaching goals, resulting in the development of autonomy, critical thinking, respect and learning from differences, which are important skills to be developed by future doctors.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Tutoria]]></kwd>
<kwd lng="pt"><![CDATA[Educação Médica]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem Significativa]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem Baseada em Problemas]]></kwd>
<kwd lng="pt"><![CDATA[Currículo]]></kwd>
<kwd lng="en"><![CDATA[Tutorial Group]]></kwd>
<kwd lng="en"><![CDATA[Medical Education]]></kwd>
<kwd lng="en"><![CDATA[Meaningful Learning]]></kwd>
<kwd lng="en"><![CDATA[Problem-Based Learning]]></kwd>
<kwd lng="en"><![CDATA[Curriculum]]></kwd>
</kwd-group>
</article-meta>
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