<?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>S1981-52712020000200201</article-id>
<article-id pub-id-type="doi">10.1590/1981-5271v44.2-20190050.ing</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Gender and Sexuality in the Federal Medical Schools in Brazil: an Analysis of the Curricular Pedagogical Projects]]></article-title>
<article-title xml:lang="pt"><![CDATA[Gênero e Sexualidade nas Escolas Médicas Federais do Brasil: uma Análise de Projetos Pedagógicos Curriculares]]></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[Abreu]]></surname>
<given-names><![CDATA[Yahn Rezende de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Borges]]></surname>
<given-names><![CDATA[Isadora Meirelles]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Gabriel Benjamin Macedo da]]></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[Paulino]]></surname>
<given-names><![CDATA[Danilo Borges]]></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>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<volume>44</volume>
<numero>2</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-52712020000200201&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-52712020000200201&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-52712020000200201&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction:  The Brazilian National Curriculum Guidelines (NCG) for undergraduate courses in Medicine since 2014 have highlighted the need to include gender and sexuality in the medical school curricula, aiming at better care for people.  Method:  Thus, the objective is to identify and analyze the approach of gender and sexuality in the Curriculum Pedagogical Projects (CPP) of the medical courses of the Federal Institutions of Brazil. This is a cross-sectional study of descriptive and documentary analysis, carried out through the analysis of CPP, of the undergraduate medical courses of the Federal Universities of Brazil. Data were obtained from the website of the undergraduate medical course of each higher education institution. In addition, emails were sent to the coordinators of these courses to obtain the updated CPPs. For the quantitative analysis, an initial description of the sample was performed followed by a statistical analysis using the chi-square test to assess whether or not there was an association between the presence of gender and / or sexuality debate in CPP, with the publication of the 2014 NCG and with the Brazilian geographic region, as well as between the nature of the curricular unit (compulsory or complementary / optional) and the perspective of the approach. The documentary analysis was used for the qualitative analysis with the content analysis technique, through the thematic analysis method.  Results:  It was found that 48 (69.56%) of the 69 analyzed CPP discuss the topics gender and / or sexuality in one or more subjects offered by the course. There is a predominance of the sexuality topic, of compulsory curricular units (88.32% of 137 curricular units) and an approach beyond the exclusively biological perspective (63.5% of 48 CPPs and 62.04% of curricular units). No statistical significance was evidenced by the chi-square test. Regarding the documentary analysis, two categories were constructed: &#8220;gender and sexuality associated with a biological perspective&#8221;, &#8220;gender and sexuality associated with a predominantly broader perspective or social determinants in health&#8221;. It was observed that the first category predominates in curricular units associated with organs, systems or life cycles of the human being, while the second, to social and human sciences applied to health and Primary Health Care.  Conclusions:  We conclude there is a significant number of CPPs and, consequently, also of curricular units that have a perspective beyond the exclusively biological approach. Nevertheless, there is difficulty with comprehensive health care that may be related to a selective visibility to pathology and technical aspects of medical practice and a difficulty in effectively promoting an interdisciplinary dialogue between the biological, exact and human sciences as proposed by the NCG.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo:  Introdução:  Desde 2014, as Diretrizes Curriculares Nacionais (DCN) para os cursos de graduação em Medicina do Brasil destacam a necessidade da inclusão dos temas gênero e sexualidade nos currículos dos cursos de Medicina, almejando um melhor cuidado com as pessoas. Objetiva-se, com isso, identificar e analisar a abordagem de gênero e sexualidade nos Projetos Pedagógicos Curriculares (PPC) dos cursos de Medicina das Instituições Federais do Brasil.  Método:  Trata-se de um estudo transversal do tipo descritivo e de análise documental, realizado por meio da análise de PPC dos cursos de graduação em Medicina das Universidades Federais do Brasil. Os dados foram obtidos no sítio eletrônico do curso de graduação de Medicina de cada Instituição de Ensino Superior. Além disso, foram enviadas mensagens por correio eletrônico para as coordenações desses cursos de modo a obter os PPC atualizados. Para a análise quantitativa, realizou-se uma descrição inicial da amostra seguida de uma análise estatística utilizando o teste qui-quadrado para avaliar se haveria associação ou não entre a presença do debate de gênero e/ou sexualidade nos PCC, a publicação das DCN de 2014 e a região geográfica brasileira, bem como entre a natureza da unidade curricular (obrigatória ou complementar/optativa) e a perspectiva da abordagem. Para a análise qualitativa, foi utilizada a análise documental com a técnica de análise de conteúdo por meio do método de análise temática.  Resultados:  Identificou-se que 48 (69,56%) dos 69 PPC analisados discutem os temas gênero e/ou sexualidade em uma ou mais disciplinas oferecidas pelo curso. Há um predomínio da temática da sexualidade, de unidades curriculares de caráter obrigatório (88,32% das 137 unidades curriculares) e de uma abordagem para além da perspectiva exclusivamente biológica (63,5% dos 48 PPC e 62,04% das unidades curriculares). Não foram evidenciadas significâncias estatísticas pelo teste qui-quadrado. Em relação à análise documental, construíram-se duas categorias: &#8220;gênero e sexualidade associados a uma perspectiva biológica&#8221; e &#8220;gênero e sexualidade associados a uma perspectiva predominantemente ampliada ou dos determinantes sociais em saúde&#8221;. Observou-se que a primeira categoria predomina em unidades curriculares associada a órgãos, sistemas ou ciclos de vida do ser humano, enquanto a segunda, às Ciências Sociais e Humanas aplicadas à Saúde e à Atenção Primária à Saúde.  Conclusões:  Há uma quantidade relevante de PPC e, consequentemente, de unidades curriculares que têm uma perspectiva para além da abordagem exclusivamente biológica. Apesar disso, há uma dificuldade para um cuidado integral em saúde que pode estar relacionado a uma visibilidade seletiva à patologia e aos aspectos técnicos da prática médica e a uma dificuldade de efetivamente promover um diálogo interdisciplinar entre as ciências biológicas, exatas e humanas como proposto pelas DCN.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Medical Education]]></kwd>
<kwd lng="en"><![CDATA[Gender Identity]]></kwd>
<kwd lng="en"><![CDATA[Sexuality]]></kwd>
<kwd lng="en"><![CDATA[Curriculum]]></kwd>
<kwd lng="pt"><![CDATA[Educação Médica]]></kwd>
<kwd lng="pt"><![CDATA[Identidade de Gênero]]></kwd>
<kwd lng="pt"><![CDATA[Sexualidade]]></kwd>
<kwd lng="pt"><![CDATA[Currículo]]></kwd>
</kwd-group>
</article-meta>
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