<?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>S1981-52712019000200114</article-id>
<article-id pub-id-type="doi">10.1590/1981-52712015v43n2RB20180118</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Desafios Associados à Formação do Médico em Saúde Coletiva no Curso de Medicina de uma Universidade Pública do Ceará]]></article-title>
<article-title xml:lang="en"><![CDATA[Challenges Associated with the Formation of the Doctor in Collective Health in the Course of Medicine of a Public University of Ceará]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Custódio]]></surname>
<given-names><![CDATA[Jéssica Bezerra]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Peixoto]]></surname>
<given-names><![CDATA[Maria das Graças Barbosa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Arruda]]></surname>
<given-names><![CDATA[Carlos André Moura]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vieira]]></surname>
<given-names><![CDATA[Daniele Vasconcelos Fernandes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sousa]]></surname>
<given-names><![CDATA[Maria do Socorro de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ávila]]></surname>
<given-names><![CDATA[Maria Marlene Marques]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual do Ceará  ]]></institution>
<addr-line><![CDATA[Fortaleza Ceará]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2019</year>
</pub-date>
<volume>43</volume>
<numero>2</numero>
<fpage>114</fpage>
<lpage>121</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-52712019000200114&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-52712019000200114&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-52712019000200114&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO A implementa&#231;&#227;o do Sistema &#218;nico de Sa&#250;de (SUS) acarretou a emerg&#234;ncia de processos de qualifica&#231;&#227;o de recursos humanos em sa&#250;de, o que engendrou a necessidade de construir as concep&#231;&#245;es curriculares no campo educacional da sa&#250;de no Brasil. Assim, o campo da Sa&#250;de Coletiva (SC) emerge como prof&#237;cuo no desenvolvimento da discuss&#227;o multirreferencial em sa&#250;de, no &#226;mbito da educa&#231;&#227;o, forma&#231;&#227;o e trabalho. Este estudo objetivou analisar a percep&#231;&#227;o de docentes do curso de Medicina de uma universidade p&#250;blica do Cear&#225; sobre os desafios da forma&#231;&#227;o m&#233;dica em Sa&#250;de Coletiva. Trata-se de um estudo de caso com abordagem qualitativa, realizado com emprego da t&#233;cnica de grupo focal. Foi conduzida uma sess&#227;o de grupo focal com quatro docentes das disciplinas da &#225;rea da Sa&#250;de Coletiva, sendo o material qualitativo organizado em categorias e processado por meio da An&#225;lise Tem&#225;tica. Ap&#243;s a an&#225;lise, emergiram as categorias: preconcep&#231;&#245;es dos discentes sobre a Sa&#250;de Coletiva; infraestrutura e prepara&#231;&#227;o para uso das metodologias ativas; di&#225;logo entre os docentes das disciplinas do eixo de Sa&#250;de Coletiva; interlocu&#231;&#227;o entre a teoria e pr&#225;tica m&#233;dica; papel ativo do discente na aprendizagem; interdisciplinaridade. Os professores assinalaram o preconceito no in&#237;cio do curso, sendo as novas estrat&#233;gias did&#225;tico-pedag&#243;gicas, pautadas nas metodologias ativas, fundamentais e mais atraentes e adequadas ao contexto social vigente, estimulando a busca do conhecimento e a melhoria da rela&#231;&#227;o aluno-professor. Ademais, reconheceram a exist&#234;ncia de fatores espec&#237;ficos do curso de Medicina que dificultam a aplicabilidade de estrat&#233;gias did&#225;tico-pedag&#243;gicas: fragilidade da forma&#231;&#227;o pedag&#243;gica de grande parte do corpo docente para o exerc&#237;cio da doc&#234;ncia, devido &#224; inexist&#234;ncia de uma pol&#237;tica de educa&#231;&#227;o permanente e &#224; estrutura f&#237;sica inadequada. Ratifica-se a import&#226;ncia das disciplinas da &#225;rea da Sa&#250;de Coletiva para a forma&#231;&#227;o do m&#233;dico nessa &#225;rea no que tange &#224;s compet&#234;ncias propostas pelas DCN 2014, contribuindo para o agir do m&#233;dico e para sua organiza&#231;&#227;o como parte de uma equipe de sa&#250;de. Dessa forma, para qualificar a forma&#231;&#227;o m&#233;dica, inexoravelmente, n&#227;o se pode prescindir da inser&#231;&#227;o da Sa&#250;de Coletiva na matriz curricular do curso. Para que isso ocorra, &#233; imprescind&#237;vel que os conte&#250;dos te&#243;ricos estejam atrelados ao contexto social e tecnol&#243;gico vigente e pautados nas metodologias ativas de aprendizagem.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The implementation of the Unified Health System guided the emergence of human resources qualification processes in health, which generated the need to construct the curricular conceptions in the field of health education in Brazil. Thus, the field of Collective Health (SC) emerges as a useful tool in the development of the multireferential discussion on health, in the field of education, training ad work. This study aimed to analyze the perception of teachers of the medical course of a Public University of Cear&#225; on the challenges of medical training in Collective Health. This is a case study with a qualitative approach, based on the focus group technique. A focus group session was held with four professors from the disciplines of the Collective Health area, the qualitative material being organized into categories and processed through the Thematic Analysis. After analysis emerged the categories: students&#8217; preconceptions about collective health; infrastructure and preparation for use of active methodologies; dialogue among the teachers of the disciplines of the collective health axis; interlocution between medical theory and practice; active role of the learner in learning; interdisciplinarity. The teachers pointed out the prejudice at the beginning of the course, and the new didactic-pedagogical strategies, based on active methodologies, are fundamental and more attractive and appropriate to the current social context, stimulating the search for knowledge, and improving the student-teacher relationship. In addition, they recognized the existence of specific factors of the medical course that hinder the applicability of didactic-pedagogical strategies: fragility of the pedagogical formation of a large part of the teaching staff for the teaching exercise, due to the inexistence of a Permanent Education Policy and the structure physics. It ratifies the importance of the disciplines of the Collective Health for the training of the doctor in this area with regard to the competencies proposed in the light of the 2014 DCN, corroborating to the physician&#8217;s action and to his organization as part of a health team . Thus, it is evident that, in order to qualify the medical training, inexorably, one cannot do without the insertion of Collective Health in the Curricular Matrix of the Course. For this to occur, it becomes imperative that the theoretical content be linked to the current social and technological context, based on active learning methodologies.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Superior]]></kwd>
<kwd lng="pt"><![CDATA[Formação Médica]]></kwd>
<kwd lng="pt"><![CDATA[Sistema Único de Saúde]]></kwd>
<kwd lng="pt"><![CDATA[Saúde Coletiva]]></kwd>
<kwd lng="en"><![CDATA[Higher Education]]></kwd>
<kwd lng="en"><![CDATA[Medical Training]]></kwd>
<kwd lng="en"><![CDATA[Unified Health System]]></kwd>
<kwd lng="en"><![CDATA[Collective Health]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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