<?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>S1981-52712019000200216</article-id>
<article-id pub-id-type="doi">10.1590/1981-52712015v43n2RB20180037</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Avaliação, Ensinagem e Metodologias Ativas: uma Experiência Vivenciada no Componente Curricular Mecanismos de Agressão e de Defesa, no curso de Medicina da Universidade do Estado da Bahia, Brasil]]></article-title>
<article-title xml:lang="en"><![CDATA[Evaluation, Teaching and Active Methodologies: an Experience as Part of the Curricular Component Mechanisms of Aggression and Defense of the Medicine course of Universidade do Estado da Bahia, Brazil]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Dias-Lima]]></surname>
<given-names><![CDATA[Artur]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Marcos da Costa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ribeiro]]></surname>
<given-names><![CDATA[Lidia Cristina Villela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bendicho]]></surname>
<given-names><![CDATA[Maria Teresita]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Guedes]]></surname>
<given-names><![CDATA[Hermila Tavares Vilar]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lemaire]]></surname>
<given-names><![CDATA[Denise Carneiro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Estado da Bahia  ]]></institution>
<addr-line><![CDATA[Salvador Bahia]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Escola Bahiana de Medicina e Saúde Pública  ]]></institution>
<addr-line><![CDATA[Salvador Bahia]]></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>216</fpage>
<lpage>224</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-52712019000200216&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-52712019000200216&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-52712019000200216&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO A contemporaneidade e a doc&#234;ncia nas &#225;reas de sa&#250;de e forma&#231;&#227;o profissional, tem se transformado e evolu&#237;do nos &#250;ltimos tempos, com a introdu&#231;&#227;o das metodologias ativas no processo ensino-aprendizagem, nas institui&#231;&#245;es de ensino superior no Brasil. Essas metodologias ativas de aprendizagem, como a ABP, Aprendizagem Baseada em Problemas, s&#227;o utilizadas com a finalidade de que estudantes da &#225;rea da sa&#250;de adquiram o conhecimento de forma significativa, em rela&#231;&#227;o ao ensino tradicional. A educa&#231;&#227;o m&#233;dica no Brasil tem sido assunto de muitas discuss&#245;es sobre a forma&#231;&#227;o profissional em sa&#250;de e vem passando por significativas mudan&#231;as nos &#250;ltimos anos. O presente artigo tem por objetivo relatar uma experi&#234;ncia docente no ensino de gradua&#231;&#227;o em Medicina, nos componentes curriculares Mecanismo de Agress&#227;o e Defesa I e II (MADs), na Universidade do Estado da Bahia &#8211; Campus I. MADs &#233; um componente curricular atualmente presente em diferentes cursos da &#225;rea de sa&#250;de do Brasil. Este componente &#233; composto pelas disciplinas microbiologia, parasitologia, imunologia e patologia, lecionado de forma integrada. Foram aplicadas metodologias ativas de ensino, do tipo aprendizagem baseada em problemas (ABP), que abrangeram sess&#245;es tutoriais, atividades em laborat&#243;rios, apresenta&#231;&#245;es cient&#237;ficas e o uso de filmes. Al&#233;m disto, foram utilizados recursos l&#250;dicos e a ferramenta MOODLE no campus virtual. Esta proposta teve in&#237;cio no ano de 2012 e vem sendo aplicada a partir desta data at&#233; os dias atuais. A experi&#234;ncia vivenciada nas MADs, com a utiliza&#231;&#227;o de variadas formas de metodologias de ensinagem, tem permitido &#8220;romper&#8221; com o tradicional, isto &#233;, tem levado o discente a desenvolver habilidades, compet&#234;ncias e constru&#231;&#227;o dos saberes. Estas novas alternativas de ensino nos permitiu uma intera&#231;&#227;o mais ampla entre a rela&#231;&#227;o discente-docente e nos fez refletir e avan&#231;ar no processo avaliativo, que tem sido realizado de forma ampla e processual. Al&#233;m disso, um impacto positivo para sua forma&#231;&#227;o pode ser observado. No que se refere ao processo de ensino, aprendizagem e avalia&#231;&#245;es, novas propostas pedag&#243;gicas devem ser inseridas priorizando o car&#225;ter formativo e de desenvolvimento dos discentes, para que haja a constru&#231;&#227;o de compet&#234;ncias necess&#225;rias ao perfil estabelecido pelas DCNs, Diretrizes Curriculares Nacionais, do curso de Gradua&#231;&#227;o em Medicina e demais cursos de sa&#250;de.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Changes are occurring in health teaching and professional training, due to the introduction of active methodologies to the teaching-learning process in Brazilian higher education institutions. These active learning methodologies, such as PBL (Problem-Based Learning), are used to help medical students acquire knowledge in a more relevant way, compared to traditional teaching. Medical education in Brazil has been the subject of much discussion, and has undergone significant changes in recent years. The objective of the present work is to report the teaching experience in the curricular components Mechanisms of Aggression and Defense I (MAD I) and Mechanisms of Aggression and Defense II (MAD II) of Universidade do Estado da Bahia [State University of Bahia] - Campus I in undergraduate teaching in Medicine. These subjects are composed of the disciplines microbiology, parasitology, immunology (MAD I and II) and pathology (MAD II), taught in an integrated way. Active teaching methodologies were applied, such as problem-based learning, laboratory activities, scientific presentations and the use of film. In addition, the MOODLE tool was used in the virtual campus. This proposal began in 2012 and has been applied since then. The experience of the MADs, with the use of different forms of teaching methodologies, has led to a transformation of traditional teaching, leading students to develop their skills and competencies and build knowledge. These new teaching alternatives allow for a broader interaction between the students and the teacher and led us to reflect and advance in the evaluation process, which has been carried out in a broad and procedural way. Moreover, a positive impact on the students&#8217; training was observed. As for the processes of teaching, learning and evaluation, new pedagogical proposals should be introduced, prioritizing the formative and developmental character of students so that the necessary competences can be built into the profile established by the National Curricular Guidelines (DCNs) of the Undergraduate Medicine course and other courses in the area of health.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação de Graduação em Medicina]]></kwd>
<kwd lng="pt"><![CDATA[Práticas Interdisciplinares]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem Baseada em Problemas]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[Medical]]></kwd>
<kwd lng="en"><![CDATA[Undergraduate]]></kwd>
<kwd lng="en"><![CDATA[Interdisciplinary Placement]]></kwd>
<kwd lng="en"><![CDATA[Learning]]></kwd>
<kwd lng="en"><![CDATA[Problem-Based Learning]]></kwd>
</kwd-group>
</article-meta>
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