<?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>S1981-52712019000200130</article-id>
<article-id pub-id-type="doi">10.1590/1981-52712015v43n2RB20180125</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Ensinoaprendizagem de Gênero e Sexualidade em um Curso de Medicina no Brasil: promovendo o Cuidado Integral em Saúde e os Direitos Humanos]]></article-title>
<article-title xml:lang="en"><![CDATA[Gender and Sexuality Teaching-Learning in a Medical School in Brazil: Promoting Comprehensive Health Care and Human Rights]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Raimondi]]></surname>
<given-names><![CDATA[Gustavo Antonio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Paulino]]></surname>
<given-names><![CDATA[Danilo Borges]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Hattori]]></surname>
<given-names><![CDATA[Wallisen Tadashi]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Limirio Júnior]]></surname>
<given-names><![CDATA[Vilson]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Vivian Martins de Oliveira Lima e]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Zaidhaft]]></surname>
<given-names><![CDATA[Sergio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Uberlândia  ]]></institution>
<addr-line><![CDATA[Uberlândia Minas Gerais]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Rio de Janeiro  ]]></institution>
<addr-line><![CDATA[Rio de Janeiro ]]></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>130</fpage>
<lpage>142</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-52712019000200130&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-52712019000200130&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-52712019000200130&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este artigo apresenta a estrutura&#231;&#227;o de uma unidade curricular para a discuss&#227;o da tem&#225;tica de g&#234;nero e sexualidade, bem como os primeiros resultados da implanta&#231;&#227;o dessa discuss&#227;o em um curso m&#233;dico de uma Universidade Federal Brasileira. Utilizou-se como eixo de elabora&#231;&#227;o do artigo o modelo Context / Input / Process / Product (CIPP) de avalia&#231;&#227;o de programas para apresentar a estrutura&#231;&#227;o dessa unidade curricular e a heterogeneidade de percursos e caminhos para a sua efetiva&#231;&#227;o (etapas 1, 2 e 3 do CIPP), bem como os primeiros resultados da implementa&#231;&#227;o dessa discuss&#227;o em um curso m&#233;dico (etapa 4 do CIPP). Na etapa 1, realizou-se uma an&#225;lise documental do projeto pedag&#243;gico curricular da escola m&#233;dica em estudo; nas etapas 2 e 3, fez-se uma narrativa descritiva do processo de planejamento e implementa&#231;&#227;o da unidade curricular a partir do Arco de Paulino &amp; Raimondi para o ensinoaprendizagem das pol&#237;ticas p&#250;blicas em interface com o cuidado para os cursos da sa&#250;de; na etapa 4, aplicou-se aos discentes um question&#225;rio de preenchimento volunt&#225;rio retrospectivo pr&#233;/p&#243;s-interven&#231;&#227;o, com quest&#245;es fechadas, por meio de uma escala Likert de sete pontos, a fim de avaliar a percep&#231;&#227;o discente sobre o aprimoramento de suas compet&#234;ncias relacionadas &#224;s quest&#245;es de g&#234;nero e sexualidade no cuidado em sa&#250;de com base nessa experi&#234;ncia pedag&#243;gica. Nesta etapa, fez-se uma an&#225;lise estat&#237;stica descritiva e inferencial, utilizando-se o teste t de Student, o c&#225;lculo do tamanho do efeito (d de Cohen) e o modelo linear geral de delineamento misto a fim de determinar se h&#225; diferen&#231;a significativa entre os g&#234;neros antes e depois da interven&#231;&#227;o de cada uma das perguntas. Os resultados mostram que a interven&#231;&#227;o/unidade curricular desenvolvida por meio do Arco de Paulino &amp; Raimondi foi estatisticamente significativa, com grande impacto no aprimoramento de compet&#234;ncias relacionadas a essa tem&#225;tica, na perspectiva discente, o que foi mais evidente no g&#234;nero feminino. Conclui-se que essa estrat&#233;gia pedag&#243;gica se mostrou potente na educa&#231;&#227;o das profiss&#245;es da sa&#250;de para promover a integralidade no cuidado em rela&#231;&#227;o &#224;s quest&#245;es de g&#234;nero e sexualidade a partir do aprimoramento de compet&#234;ncias relacionadas &#224;s quest&#245;es de g&#234;nero e sexualidade no cuidado em sa&#250;de, promovendo, assim, os princ&#237;pios do SUS, de justi&#231;a social e direitos humanos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[ABSTRACT The aim of this article is to present the structure of a curricular unit for the discussion of gender and sexuality, as well as the initial results of the implementation of this discussion in a medical course of a Brazilian Federal University. The Context / Input / Process / Product (CIPP) model for program evaluation was used to present the structure of this curricular unit, and the heterogeneity of the steps and paths taken for its realization (steps 1, 2 and 3 of the CIPP). It also presents the initial results of the implementation of this discussion on a medical course (Step 4 of the CIPP). In stage 1, a document analysis of the curriculum of the medical school under study was carried out; Stages 2 and 3 give a descriptive narrative of the process of planning and implementing the curricular unit, based on the Paulino &amp; Raimondi Arch for the Teaching-Learning of Public Policies in interface with Care for Health Degrees Programs; In step 4, a retrospective pre-post questionnaire was filled out voluntarily, in the end of the intervention, to the students. It consisted of closed questions, using a 7-point Likert scale to assess the students&#8217; perceptions about the improvement of their competences in the areas of gender and sexuality in health care, following this pedagogical experience. This step also included a descriptive and inferential statistical analysis, using the student&#8217;s t-test, the effect size calculation (Cohen&#8217;s d), and the general linear model of mixed design, to determine whether there is significant difference between the genders before and after the intervention of each of the questions. The results show that the intervention/curricular unit developed, through the Paulino &amp; Raimondi Arch, was statistically significant, having a significant impact on the improvement of competences, from the students&#8217; perspective, in relation to this theme. This impact was most evident in female gender. It is concluded that this pedagogical strategy proved to be powerful in education for the health professions, promoting integrality in health care regarding gender and sexuality issues, through the improvement of competences related to those issues, thereby promoting the principles of the Unified Health System (SUS &#8211; Sistema &#218;nico de Sa&#250;de), social justice, and human rights.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Gênero]]></kwd>
<kwd lng="pt"><![CDATA[Sexualidade]]></kwd>
<kwd lng="pt"><![CDATA[Educação Médica]]></kwd>
<kwd lng="pt"><![CDATA[Direitos Humanos]]></kwd>
<kwd lng="pt"><![CDATA[Saúde Pública]]></kwd>
<kwd lng="en"><![CDATA[Gender]]></kwd>
<kwd lng="en"><![CDATA[Sexuality]]></kwd>
<kwd lng="en"><![CDATA[Medical Education]]></kwd>
<kwd lng="en"><![CDATA[Human Rights]]></kwd>
<kwd lng="en"><![CDATA[Public Health]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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