<?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>S1981-52712025000200401</article-id>
<article-id pub-id-type="doi">10.1590/1981-5271v49.2-2024-0240</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[World Café: estratégia didática que oportuniza a comunicação e a construção coletiva do conhecimento]]></article-title>
<article-title xml:lang="en"><![CDATA[World Café: teaching strategy that enables communication and the collective construction of knowledge]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Tibiriçá]]></surname>
<given-names><![CDATA[Sandra Helena Cerrato]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ribeiro]]></surname>
<given-names><![CDATA[Alessandra Carla de Almeida]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pereira]]></surname>
<given-names><![CDATA[Douglas Vinícius Reis]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rocha]]></surname>
<given-names><![CDATA[Mônica Couto Guedes Sejanes da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ezequiel]]></surname>
<given-names><![CDATA[Oscarina da Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Juiz de Fora  ]]></institution>
<addr-line><![CDATA[Juiz de Fora Minas Gerais]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Uberlândia  ]]></institution>
<addr-line><![CDATA[Uberlândia Minas Gerais]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Pontifícia Universidade Católica de Contagem  ]]></institution>
<addr-line><![CDATA[Contagem Minas Gerais]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Faculdade de Ciências Médicas e da Saúde de Juiz de Fora  ]]></institution>
<addr-line><![CDATA[Juiz de Fora Minas Gerais]]></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=S1981-52712025000200401&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-52712025000200401&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-52712025000200401&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO  Introdução: Formar profissionais competentes que reflitam sobre as próprias ações e interfiram no contexto em que atuam implica preparar docentes que entendam seu papel como facilitadores e propiciem ao estudante protagonizar o processo ensino-aprendizagem.  Relato de experiência: Considerando a relevância dos programas de desenvolvimento docente, a Associação Brasileira de Educação Médica - Regional Minas Gerais - criou em 2020 o projeto &#8220;De Minas para Minas: um dedo de prosa sobre educação médica&#8221;, com o propósito de valorizar todos os discentes e docentes das 47 escolas médicas mineiras, públicas e privadas, por meio de levantamento de temas de interesse comum em todos os espaços de formação. Realizou-se em 2023 um evento com foco central na avaliação do estudante, em que se utilizou uma estratégia pedagógica que propiciasse de forma coletiva e colaborativa o compartilhamento de conhecimentos por meio do diálogo: o World Café (ou Café Mundial). A proposta das rodas no World Café visa desencadear uma conversa em que os partícipes se sintam à vontade para partilhar e escutar, de modo a possibilitar a espontânea polinização de ideias e significados. Este relato teve como objetivos descrever a estratégia World Café e refletir sobre ela, na qual estiveram presentes 30 docentes, três estudantes e um residente, provenientes de seis escolas médicas da Regional Minas.  Discussão:  Foram utilizados os sete passos da estratégia: esclarecimento do contexto, criação de um espaço acolhedor, colocação em pauta das questões importantes, contribuição e engajamento de todos os participantes, conexão das diversas perspectivas, escuta ativa e qualificada, e partilhamento das descobertas coletivas. Ao final, 100% dos participantes sentiram-se engajados no diálogo interpares, e 95% afirmaram que a oficina foi agradável porque lhes permitiu levantar conhecimentos prévios e novas perspectivas sobre a avaliação do estudante.  Conclusão:  O Word Café teve grande aceitação por ser uma metodologia ativa, centrada no aprendiz, que proporciona o uso criativo de tecnologias sociais e comunicacionais, eficaz para se pensar e atuar em conjunto na educação e na saúde. Desenhada para grandes grupos, a estratégia pode ser aplicada na graduação, na pós-graduação, nos programas de desenvolvimento docente, na educação permanente e na educação continuada, e permite lidar de maneira propositiva com assuntos e perguntas críticos que envolvem, simultaneamente, diversas partes interessadas, como docentes, gestores, estudantes, trabalhadores do serviço e as comunidades.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT  Introduction: Training competent professionals who reflect on their actions and engage with their context also implies training teachers who understand their role as facilitators and enable students to take the lead in the teaching-learning process.  Experience report:  Considering the importance of faculty development programs, the Brazilian Association of Medical Education, through its Minas Gerais Regional Branch, created in 2020 the project &#8220;From Minas to Minas: a chat about medical education,&#8221; aiming to value all students and faculty members of the 47 medical schools in Minas Gerais, both public and private, by raising common areas of interest across all training spaces. In 2023, an event was held with a central focus on student assessment, utilizing a pedagogical strategy that facilitated knowledge sharing through collective and collaborative dialogue, known as the &#8216;World Café&#8217;. The goal of the World Café discussions is to spark conversations where participants feel comfortable sharing and listening, allowing the spontaneous pollination of ideas and meanings. This report aims to describe and reflect on the World Café strategy, which included 30 (thirty) faculty members, 3 (three) students, and 1 (one) resident from six medical schools in the Minas Regional Branch.  Discussion: The seven steps of the strategy were used: clarifying the context, creating a welcoming space, addressing important issues, encouraging contributions and engagement from all participants, connecting diverse perspectives, active and qualified listening, and sharing collective discoveries. In the end, 100% of the participants felt engaged in the activity and peer dialogue, and 95% stated that the workshop was enjoyable, allowing them to bring up prior knowledge and new perspectives on student assessment.  Conclusion: The World Café was widely accepted as an active, learner-centered methodology that fosters the creative use of social and communication technologies, for effectively thinking and acting together in education and health. Designed for large groups, the strategy can be applied in undergraduate and graduate programs, faculty development programs, continuing and permanent education, and allows the proactive handling of critical issues and questions, simultaneously involving various participants, including faculty, managers, students, service workers, and communities.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Relações Interpessoais]]></kwd>
<kwd lng="pt"><![CDATA[Colaboração Intersetorial]]></kwd>
<kwd lng="pt"><![CDATA[Comunicação]]></kwd>
<kwd lng="pt"><![CDATA[Capacitação de Professores]]></kwd>
<kwd lng="en"><![CDATA[Interpersonal Relations]]></kwd>
<kwd lng="en"><![CDATA[Intersectoral Collaboration]]></kwd>
<kwd lng="en"><![CDATA[Communication]]></kwd>
<kwd lng="en"><![CDATA[Teacher Training]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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