<?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>S1981-52712021000300221</article-id>
<article-id pub-id-type="doi">10.1590/1981-5271v45.3-20200522.ing</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Self-directed learning among primary health care doctors: an analysis in light of the theory of social representations]]></article-title>
<article-title xml:lang="pt"><![CDATA[Representações sociais da aprendizagem autodirigida entre médicos da atenção primária à saúde]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Reis]]></surname>
<given-names><![CDATA[Gustavo Valadares Labanca]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rocha]]></surname>
<given-names><![CDATA[Jucimere Fagundes Dura&#771;es]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Savassi]]></surname>
<given-names><![CDATA[Leonardo Cançado Monteiro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sampaio]]></surname>
<given-names><![CDATA[Cristina Andrade]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Caldeira]]></surname>
<given-names><![CDATA[Anto&#770;nio Prates]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Outro Preto  ]]></institution>
<addr-line><![CDATA[Outro Preto Minas Gerais]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Faculdade de Saúde Ibituruna  ]]></institution>
<addr-line><![CDATA[Montes Claros Minas Gerais]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Estadual de Montes Claros  ]]></institution>
<addr-line><![CDATA[Montes Claros Minas Gerais]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<volume>45</volume>
<numero>3</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-52712021000300221&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-52712021000300221&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-52712021000300221&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract:  Introduction:  In a scenario of a great information availability, the production of scientific knowledge in medicine has been increasingly accelerated. The way the medical professional perceives and directs their acquisition of knowledge still lacks national studies, particularly in times of easily accessible internet.  Objective: To analyze the social representations of physicians working in Primary Health Care (PHC) teams about self-directed learning.  Method: This is a qualitative-quantitative study based on Moscovici&#8217;s Social Representations Theory, with a structural approach to Abric&#8217;s Central Core Theory, conducted in three municipalities of the state of Minas Gerais, Brazil. Semi-structured interviews were conducted on the subject, which were recorded and transcribed. The freely evoked words that emerged from the inducing term &#8220;medical self-learning&#8221; were analyzed with the aid of EVOC® software through the four-quadrant chart and CHIC® software analyzed the similarity. Content analysis was performed for the participants&#8217; speeches.  Results: Fifty interviews were carried out and the freely evoked words that possibly constitute the core of the representations were &#8220;knowledge&#8221;, &#8220;dedication&#8221;, &#8220;study&#8221;, &#8220;reading&#8221;, &#8220;need&#8221;, contrasting &#8220;research&#8221; and &#8220;book&#8221;.  Conclusion: The results showed that the learners&#8217; characteristics, practice as a learning locus as opposed to theory, associated with the time barrier, define the core content of the social representation of the participating physicians. In this assessed context, PHC reinforces its importance as a scenario for medical self-learning.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo:  Introdução: Em um cenário de grande disponibilidade de informações, a produção de conhecimento científico em medicina tem sido cada dia mais acelerada. A forma como o profissional médico percebe e dirige sua aquisição de conhecimento ainda carece de estudos nacionais, particularmente em tempos de internet de fácil acesso.  Objetivo: Este estudo teve como objetivo analisar as representações sociais de médicos atuantes em equipes da atenção primária à saúde (APS) sobre aprendizagem autodirigida.  Método: Trata-se de um estudo quali-quantitativo fundamentado na Teoria das Representações Sociais de Moscovici com abordagem estrutural da Teoria do Núcleo Central de Abric, realizado em três municípios de Minas Gerais, no Brasil. Realizaram-se entrevistas semiestruturadas sobre o tema que foram gravadas e transcritas. As palavras evocadas livremente que surgiram do indutor &#8220;autoaprendizagem médica&#8221; foram analisadas com auxílio do software EVOC® por meio do quadro das quatro casas; e o software CHIC® analisou a similaridade. Para as falas dos participantes, realizou-se a análise de conteúdo.  Resultado: Efetuaram-se 50 entrevistas, e as palavras evocadas livremente, que possivelmente compõem o núcleo central das representações, foram &#8220;conhecimento&#8221;, &#8220;dedicação&#8221;, &#8220;estudo&#8221;, &#8220;leitura&#8221;, &#8220;necessidade&#8221;, tendo como contraste &#8220;pesquisa&#8221; e &#8220;livro&#8221;.  Conclusão:  Os resultados demonstraram que as características do aprendiz e a prática como lócus de aprendizagem em contraposição à teoria, o qual está associado à barreira do tempo, definem o conteúdo central da representação social dos médicos participantes. Nesse contexto estudado, a APS reforça sua importância como cenário da autoaprendizagem médica.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Medical Education]]></kwd>
<kwd lng="en"><![CDATA[Continuing Education]]></kwd>
<kwd lng="en"><![CDATA[Learning]]></kwd>
<kwd lng="en"><![CDATA[Primary Health Care]]></kwd>
<kwd lng="pt"><![CDATA[Educação Médica]]></kwd>
<kwd lng="pt"><![CDATA[Educação Continuada]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Atenção Primária à Saúde]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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