<?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>S1981-52712021000500801</article-id>
<article-id pub-id-type="doi">10.1590/1981-5271v45.4-20210240</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Desenvolvimento de competência moral na formação médica]]></article-title>
<article-title xml:lang="en"><![CDATA[Development of moral competence in undergraduate medical education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gontijo]]></surname>
<given-names><![CDATA[Eliane Dias]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Minas Gerais  ]]></institution>
<addr-line><![CDATA[Belo Horizonte 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>4</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-52712021000500801&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-52712021000500801&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-52712021000500801&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo:  Introdução: A prática da medicina requer competência moral, além de competências técnicas. Na formação médica, os docentes são corresponsáveis por apresentar os valores intrínsecos aos direitos humanos e mediar o desenvolvimento de atitudes, motivação e práticas, além de servirem como modelos aos jovens aprendizes.  Desenvolvimento:  Educar em valores não significa que os professores podem escolher aqueles a serem seguidos pelos alunos. A competência moral compreendida como a capacidade de julgar e tomar decisões segundo princípios internos é uma habilidade, mais do que uma simples atitude, que pode e deve ser construída ao longo da vida. Assim, a educação/formação moral deve ser entendida como um processo que conduz o sujeito à reflexão sobre situações cotidianas, envolvendo dilemas morais. O futuro profissional tem a oportunidade de se sensibilizar para considerar a singularidade de cada situação diante de decisões e avaliações, bem como se responsabilizar pelas escolhas feitas e pelas suas consequências. Para o desenvolvimento da competência moral nos processos formativos, os professores devem ampliar, para além da transmissão de informações, a reflexão sobre o compromisso social e ético e buscar a formação de cidadãos autônomos, críticos e participativos. Acreditar que apenas o exemplo do professor é capaz de promover o desenvolvimento moral restringe a questão aos seus aspectos afetivos, pois, assim, não se vislumbram os aspectos cognitivos da formação moral e o pensamento crítico para o favorecimento da abordagem e condução de conflitos morais ao longo da vida acadêmica e profissional.  Conclusão: Os valores morais necessitam deixar de serem impostos por agentes externos e converterem-se em diretrizes internas, legitimadas pela própria pessoa e, portanto, desenvolvidas por meio de uma reflexão crítica, responsável, autônoma e criativa de cada sujeito. Mais do que aprender teorias ou discutir os grandes filósofos, os alunos devem ser capazes de despertar em si mesmos sentimentos e atitudes que os levem a valorizar convicções humanistas e humanitárias, e adotar comportamentos justos e empáticos como elementos essenciais da boa prática médica, de modo que se tornem moralmente competentes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract:  Introduction: The practice of medicine requires moral competence, in addition to technical competence. In medical training, professors are jointly responsible for presenting values intrinsic to human rights and for mediating the development of attitudes, motivation, and practices, as well as serving as a model for young apprentices.  Development: Educating on values does not mean that teachers can choose the values be followed by students. Moral competence understood as the ability to judge and make decisions according to internal principles is a skill, more than a simple attitude, which can and should be built throughout life. Thus, moral education/training must be understood as a process that leads the subject to reflect on everyday situations, involving moral dilemmas. The future professional has the opportunity to become aware of the uniqueness of each situation in the face of decisions and evaluations, as well as being responsible for the choices made and their consequences. For the development of moral competence in training processes, in addition to transmitting information, teachers must expand reflection on social and ethical commitment and seek the formation of autonomous, critical, and participatory citizens. Believing that only the teacher&#8217;s example can promote moral development restricts the issue to its affective aspects, ignoring the cognitive aspects of moral education, and thereby favoring the approach and handling of moral conflicts throughout academic and professional life.  Conclusion: Moral values should no longer be imposed by external agents, but rather become internal guidelines, legitimized by the person, developed through a critical, responsible, autonomous, and creative reflection of each subject. More than learning theories or discussing great philosophers, students should be touched to spark feelings and attitudes that lead them to value humanistic and humanitarian convictions and to adopt fair, empathetic behavior as essential elements of good medical practice, thus becoming morally competent.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Médica]]></kwd>
<kwd lng="pt"><![CDATA[Empatia]]></kwd>
<kwd lng="pt"><![CDATA[Habilidades Sociais]]></kwd>
<kwd lng="pt"><![CDATA[Moral]]></kwd>
<kwd lng="pt"><![CDATA[Desenvolvimento Moral]]></kwd>
<kwd lng="en"><![CDATA[Medical Education]]></kwd>
<kwd lng="en"><![CDATA[Empathy]]></kwd>
<kwd lng="en"><![CDATA[Social Skills]]></kwd>
<kwd lng="en"><![CDATA[Ethics]]></kwd>
<kwd lng="en"><![CDATA[Moral Development]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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