<?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>S1981-52712025000200210</article-id>
<article-id pub-id-type="doi">10.1590/1981-5271v49.2-2024-0101</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Perfil de silêncio na Aprendizagem Baseada em Problemas: percepção do estudante de Medicina]]></article-title>
<article-title xml:lang="en"><![CDATA[Silence profile in Problem-Based Learning: perception of Medicine students]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Dubourcq]]></surname>
<given-names><![CDATA[Rachel Antunes Loureiro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Marques]]></surname>
<given-names><![CDATA[Gabriela Ribeiro Teixeira Diniz]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Flor]]></surname>
<given-names><![CDATA[Thamires Mariane Alves]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Padilha]]></surname>
<given-names><![CDATA[Fabricia Michelline Queiroz de Holanda]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Caminha]]></surname>
<given-names><![CDATA[Maria de Fátima Costa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Falbo]]></surname>
<given-names><![CDATA[Ana Rodrigues]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Faculdade Pernambucana de Saúde  ]]></institution>
<addr-line><![CDATA[Recife Pernambuco]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto de Medicina Integral Professor Fernando Figueira  ]]></institution>
<addr-line><![CDATA[Recife Pernambuco]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>49</volume>
<numero>2</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-52712025000200210&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-52712025000200210&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-52712025000200210&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO  Introdução: O silêncio pode ser considerado uma forma de participação no grupo tutorial (GT) e não uma falha no desenvolvimento da habilidade de comunicação. Um estudante com fala ativa não está necessariamente colaborando com o grupo, pois a participação verbal não é sinônimo de colaboração. Em paralelo, o silêncio pode estar associado ao próprio aprendizado, refletindo uma escuta ativa.  Objetivo: Este estudo teve como objetivo compreender os significados atribuídos pelos estudantes ao comportamento silencioso no GT, na perspectiva da aprendizagem colaborativa.  Método: Trata-se de um estudo qualitativo que utilizou o grupo focal como estratégia para coleta das informações, realizado na Faculdade Pernambucana de Saúde entre setembro de 2022 e agosto de 2023, envolvendo estudantes de graduação em Medicina selecionados de forma intencional. Verificou-se o critério de saturação, e, por isso, realizou-se apenas um grupo focal. Utilizou-se a técnica da análise de conteúdo de Bardin, na modalidade temática apresentada por Minayo. O projeto foi aprovado pelo Comitê de Ética em Pesquisa com o CAAE nº 38005320.5.0000.5569 e Parecer nº 4.382.850.  Resultado: Participaram do grupo focal nove estudantes de Medicina com representação do primeiro ao oitavo período. A partir da análise das falas, foram identificadas as seguintes categorias analíticas: perfis de silêncio e a interferência na dinâmica no GT. Os aspectos contemplados se referem aos de maior demanda nas falas, as quais foram analisadas de acordo com as interpretações e reflexões das pesquisadoras e a sua articulação com os pressupostos teóricos da aprendizagem colaborativa.  Conclusão: Os estudantes trouxeram vários perfis de silêncio: por personalidade/timidez; o silêncio pela dinâmica disfuncional do grupo; silêncio por opção; por falta de motivação estabelecendo-se um ciclo; silêncio por falta de estudo. De acordo com os discentes, há mais prejuízo para o próprio estudante silencioso, porém de maneira indireta, o que pode afetar a harmonia do grupo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT  Introduction:  Silence can be considered a form of participation in the tutorial group and, not necessarily, a failure in the development of communication skills. A student with active speech is not necessarily collaborating with the group, as verbal participation is not synonymous with collaboration. In parallel, silence can be associated with learning itself, reflecting an active listening.  Objective: to understand the meanings attributed by students to silent behavior in the tutorial group from the perspective of collaborative learning.  Methods: A qualitative study was carried out that used the focus group as a strategy for collecting information, carried out at Faculdade Pernambucana de Saúde between September 2022 and August 2023, involving intentionally selected undergraduate medical students. The saturation criterion was verified, with only one focus group being carried out. Bardin&#8217;s content analysis technique was used in the thematic modality presented by Minayo. The project was approved by the Ethics Committee under CAAE n.: 38005320.5.0000.5569 and Opinion Number: 4.382.850.  Results: Nine medical students participated in the focus group, representing the first to eighth periods. From the analysis of the statements, the following analytical categories were identified: profiles of silence and the interference in the dynamics of the tutorial group. The aspects covered refer to those with the greatest demand in the speeches, which will be presented together with their interpretations and the articulation with the theoretical assumptions of collaborative learning, as well as the researchers&#8217; reflections based on the content brought. It was decided to present the results and discussion within each corresponding category.  Conclusion:  the students brought various profiles of silence: due to personality/shyness; silence due to the dysfunctional dynamics of the group; silence by choice; due to lack of motivation, establishing a cycle; silence due to lack of study. The students thought that there is more harm to the silent student themselves; however, in an indirect way, which could affect the harmony of the group. The context of the online tutoring environment was considered an important factor, capable of affecting the dynamics of the tutorial groups.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Aprendizagem Baseada em Problemas]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem Colaborativa]]></kwd>
<kwd lng="pt"><![CDATA[Estudante]]></kwd>
<kwd lng="pt"><![CDATA[Tutoria]]></kwd>
<kwd lng="en"><![CDATA[Problem-Based Learning]]></kwd>
<kwd lng="en"><![CDATA[Collaborative Learning]]></kwd>
<kwd lng="en"><![CDATA[Student]]></kwd>
<kwd lng="en"><![CDATA[Mentoring]]></kwd>
</kwd-group>
</article-meta>
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