<?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>S1981-52712018000100199</article-id>
<article-id pub-id-type="doi">10.1590/1981-52712018v42n1RB20170081</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[As Ligas Acadêmicas na Área da Saúde: Lacunas do Conhecimento na Produção Científica Brasileira]]></article-title>
<article-title xml:lang="en"><![CDATA[The Academic Leagues in the Health Area: Knowledge Gaps from the Brazilian Scientific Production]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cavalcante]]></surname>
<given-names><![CDATA[Ana Suelen Pedroza]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vasconcelos]]></surname>
<given-names><![CDATA[Maristela Inês Osawa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lira]]></surname>
<given-names><![CDATA[Geison Vanconcelos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Henriques]]></surname>
<given-names><![CDATA[Regina Lucia Monteiro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Albuquerque]]></surname>
<given-names><![CDATA[Izabelle Napoleão MontAlverne]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Maciel]]></surname>
<given-names><![CDATA[Gabriel Pereira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ribeiro]]></surname>
<given-names><![CDATA[Marcos Aguiar]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gomes]]></surname>
<given-names><![CDATA[Diógenes Farias]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Ceará  ]]></institution>
<addr-line><![CDATA[Sobral Ceará]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual do Vale do Acaraú  ]]></institution>
<addr-line><![CDATA[Sobral Ceará]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade do Estado do Rio de Janeiro  ]]></institution>
<addr-line><![CDATA[Rio de Janeiro Rio de Janeiro]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2018</year>
</pub-date>
<volume>42</volume>
<numero>1</numero>
<fpage>199</fpage>
<lpage>206</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-52712018000100199&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-52712018000100199&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-52712018000100199&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO As Ligas Acad&#234;micas s&#227;o potentes estrat&#233;gias desencadeadas na forma&#231;&#227;o em sa&#250;de, protagonizadas por discentes e supervisionadas por docentes, que integram atividades de ensino, pesquisa e extens&#227;o. O objetivo deste trabalho &#233; conhecer a produ&#231;&#227;o cient&#237;fica brasileira acerca das Ligas Acad&#234;micas a fim de identificar lacunas do conhecimento. Trata-se de um estudo do tipo estado da quest&#227;o, realizado por meio de busca nas bases de dados Biblioteca Virtual de Sa&#250;de (BVS) e no Banco de Teses e Disserta&#231;&#245;es da Capes. Utilizou-se como palavra-chave &#8220;ligas acad&#234;micas&#8221;, seguida pela quest&#227;o norteadora: &#8220;Qual a produ&#231;&#227;o cient&#237;fica acerca das Ligas Acad&#234;micas?&#8221;. Ap&#243;s an&#225;lise detalhada, foram selecionadas para a amostra final do estudo 24 produ&#231;&#245;es. Verificou-se que a &#225;rea do conhecimento que mais pesquisa sobre as Ligas Acad&#234;micas &#233; a medicina, sendo a Revista Brasileira de Educa&#231;&#227;o M&#233;dica o peri&#243;dico com mais publica&#231;&#245;es sobre esse tema. Identificou-se ainda que preponderaram os seguintes tipos de estudo: relato de experi&#234;ncia e editorial. Os relatos de experi&#234;ncia estavam relacionados principalmente &#224;s experi&#234;ncias em Ligas por especialidades e por cursos de gradua&#231;&#227;o. Destaca-se ainda a normatiza&#231;&#227;o das Ligas Acad&#234;micas e as Ligas Acad&#234;micas e a forma&#231;&#227;o em sa&#250;de como objeto de estudo. As Ligas Acad&#234;micas v&#234;m crescendo em todo o territ&#243;rio nacional, destacando-se os cursos de Medicina como precursores destas iniciativas. As principais contribui&#231;&#245;es para a forma&#231;&#227;o em sa&#250;de s&#227;o a promo&#231;&#227;o de uma forma&#231;&#227;o embasada na realidade em que os futuros profissionais estar&#227;o inseridos, a capacidade de est&#237;mulo ao trabalho em equipe, a reflex&#227;o cr&#237;tica e a autonomia dos estudantes. No entanto, s&#227;o reconhecidos alguns desafios, como a especializa&#231;&#227;o precoce e a falta de supervis&#227;o docente efetiva. Com base no trip&#233; da universidade formado pelo ensino, pesquisa e extens&#227;o, as Ligas Acad&#234;micas t&#234;m a possibilidade de promover a forma&#231;&#227;o diferenciada em sa&#250;de, antecipar a inser&#231;&#227;o de seus participantes nos campos de atua&#231;&#227;o e preencher as lacunas do conhecimento encontradas na gradua&#231;&#227;o por meio do protagonismo e da autonomia discentes, al&#233;m de proporcionar a integra&#231;&#227;o ensino-servi&#231;o-comunidade.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Academic Leagues are powerful strategies developed in health training, which integrate teaching, research and extension activities, carried out by the students and supervised by teachers. The objective of this work, therefore, is to investigate Brazilian scientific production about academic leagues in order to identify knowledge gaps. This is a study into the state of affairs based on searches in the Virtual Health Library and the CAPES Data Bank of Theses and Dissertations. The keyword &#8220;academic leagues&#8221; was used with the following guiding question: &#8220;What scientific production is there regarding academic leagues?&#8221; After detailed analysis, 24 pieces of work were selected for the final sample of the study. It was found that medicine stands out in the study of the theme, with the Brazilian Journal of Medical Education being the periodical that has published the most articles on the theme. It was also identified that the following types of study prevailed: case studies and editorial reports. The case studies were mainly related to experiences in leagues by specialties and undergraduate courses. Also of note were works regarding the standardization of the academic leagues, and academic leagues and health training as an object of study. Academic Leagues have been growing throughout Brazil, with an emphasis on medical courses as precursors to these initiatives. The main contributions they offer to health education are the promotion of training based on the reality with which future professionals will be engaged, the capacity to stimulate teamwork, critical reflection, and student autonomy. However, some challenges are recognized, such as early specialization and lack of effective teacher supervision. From the tripod of the university, academic leagues have the possibility to promote a differentiated health training, anticipating the insertion of the trainees in practical settings, and filling the knowledge gaps found in undergraduate training based on an autonomous student-led approach, besides providing teaching-service-community integration.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Superior]]></kwd>
<kwd lng="pt"><![CDATA[Saúde]]></kwd>
<kwd lng="pt"><![CDATA[Educação Médica]]></kwd>
<kwd lng="en"><![CDATA[Education, Higher]]></kwd>
<kwd lng="en"><![CDATA[Health]]></kwd>
<kwd lng="en"><![CDATA[Education, Medical]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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