<?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>S1981-52712024000400303</article-id>
<article-id pub-id-type="doi">10.1590/1981-5271v48.4-2024-0043</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Os privilégios reproduzidos pelo elitismo no ensino da medicina: uma revisão integrativa de literatura]]></article-title>
<article-title xml:lang="en"><![CDATA[The privileges reproduced by elitism in medical education: an integrative literature review]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fujii]]></surname>
<given-names><![CDATA[Paula Cristina Yukari Suzaki]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Moraes]]></surname>
<given-names><![CDATA[Thayná Vitória Zazzera de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Nobre]]></surname>
<given-names><![CDATA[Patricia Frizon]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fredrich]]></surname>
<given-names><![CDATA[Vanessa Cristine Ribeiro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sanches]]></surname>
<given-names><![CDATA[Leide da Conceição]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,aff1  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>48</volume>
<numero>4</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-52712024000400303&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-52712024000400303&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-52712024000400303&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO  Introdução:  O elitismo no ensino da medicina é um fenômeno histórico. Desde as universidades europeias da Idade Média, o ensino da medicina tornou-se um monopólio da elite. No Brasil, a elitização do conhecimento médico ocorreu com a vinda da família real em 1808, reforçando o papel dos médicos como protagonistas da saúde, enquanto práticas curativas populares foram desvalorizadas. Nos Estados Unidos, Abraham Flexner influenciou o ensino médico mundial com um modelo elitizado baseado na lógica biomédica.  Objetivo: Este estudo teve como objetivos compreender os fatores que reproduzem o contexto elitista no ensino da medicina, investigar como esses aspectos influenciam a exclusão de determinados grupos sociais no meio médico e apontar caminhos para a discussão e o enfrentamento do problema.  Método: Trata-se de uma revisão integrativa de literatura realizada a partir de 14 artigos selecionados entre 182, publicados no período de 2012 a 2022 e filtrados das bases de dados PubMed, SciELO, Lilacs, Web of Science e Scopus.  Resultado:  Percebem-se semelhanças entre o grupo privilegiado na medicina, formado por homens, brancos, heterossexuais e cisgênero, de condição socioeconômica favorável, em comparação ao grupo sistematicamente marginalizado de mulheres pertencentes a minorias étnico-raciais, de baixa classe socioeconômica e/ou parte da população LGBTQIA+. Essa coincidência tem bases históricas e econômicas que refletem uma estrutura maior, que distribui privilégios partindo dos critérios de raça, gênero, classe social e orientação sexual. Entre os processos históricos que reproduzem esse padrão, cita-se o processo de colonização de países como o Brasil, marcado pela exploração, pelo apagamento e pela imposição de uma cultura e ciência médica balizada por um padrão europeu; o racismo e machismo que, como ideologias, continuam sendo critérios para a distribuição de privilégios na sociedade de classes; e a heterocisnormatividade, que também atua excluindo corpos e orientações sexuais e produção de conhecimentos e práticas de cuidado em saúde.  Conclusão:  Epistemologias críticas como as presentes no pensamento interseccional do feminismo negro e na colonialidade do poder de Aníbal Quijano e Audre Lorde apresentam-se como caminhos à ruptura dessa norma, propiciando o questionamento de suas raízes para a organização de lutas coletivas e formas de produção de conhecimento que venham ao encontro dos interesses dos grupos historicamente oprimidos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT  Introduction: Elitism in medical education is a historical phenomenon. Beginning at the European universities of the Middle Ages, the teaching of medicine became a monopoly of the elite, excluding less privileged social groups. In Brazil, the elitization of medical knowledge occurred with the arrival of the royal family in 1808, reinforcing the role of doctors as protagonists of health, while popular healing practices were devalued. In the US, Abraham Flexner influenced medical teaching worldwide with an elitist model based on biomedical logic.  Objectives: The objective is to understand the factors that reproduced the elitist context in medical teaching, investigate how these aspects influence the exclusion of certain social groups in the medical environment and point out ways to discuss and tackle the problem.  Methods: This is an integrative literature review of 14 articles selected from 182, published between 2012 and 2022, and filtered from the PubMed, Scielo, Lilacs, Web of Science and Scopus databases.  Results and Discussion: There are similarities among those in the privileged group in medicine, characterised by being white, heterosexual and cisgender men of favourable socioeconomic status, compared to the systematically marginalized group of women belonging to ethnic minorities, low socio-economic class and/or part of the LGBTQIA+ community. This coincidence has historical and economic bases that reflect a larger structure, which distributes privileges based on the criteria of race, gender, social class and sexual orientation. Among the historical processes that have reproduced this pattern, the colonization process of countries such as Brazil is cited, marked by the exploitation, erasure and imposition of a medical culture and science guided by a European standard; racism and chauvinism that as ideologies, remain criteria for the distribution of privileges in class society and cisheteronormativity, which also excludes bodies and sexual orientations and the production of health care knowledge and practices.  Conclusion: Critical epistemologies such as those found in the intersectional thinking of black feminism and in Aníbal Quijano and Audre Lorde&#8217;s coloniality of the power are presented as ways to break this norm, giving rise to questions of its roots for the organization of collective struggles and forms of production of knowledge that meet the interests of historically oppressed groups.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Privilégio Social]]></kwd>
<kwd lng="pt"><![CDATA[Educação Médica]]></kwd>
<kwd lng="pt"><![CDATA[Disparidades Socioeconômicas em Saúde]]></kwd>
<kwd lng="en"><![CDATA[Social privilege]]></kwd>
<kwd lng="en"><![CDATA[Medical education]]></kwd>
<kwd lng="en"><![CDATA[Socioeconomic disparities in health]]></kwd>
</kwd-group>
</article-meta>
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