<?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>2526-7647</journal-id>
<journal-title><![CDATA[Obutchénie. Revista de Didática e Psicologia Pedagógica]]></journal-title>
<abbrev-journal-title><![CDATA[Obutchénie: R. de Didat. e Psic. Pedag.]]></abbrev-journal-title>
<issn>2526-7647</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Uberlândia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2526-76472024000100405</article-id>
<article-id pub-id-type="doi">10.14393/obv8.e2024-29</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O curso de graduação em Medicina como ambiente, fonte de desenvolvimento: quais são seus significados?]]></article-title>
<article-title xml:lang="es"><![CDATA[La carrera de Medicina como ambiente, fuente de desarrollo: ¿Cuáles son sus significados?]]></article-title>
<article-title xml:lang="en"><![CDATA[Medical school as an environment, a source of development: what are its meanings?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Machado]]></surname>
<given-names><![CDATA[Clarisse Daminelli Borges]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Schroeder]]></surname>
<given-names><![CDATA[Edson]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Regional de Blumenau  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Regional de Blumenau  ]]></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>8</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2526-76472024000100405&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2526-76472024000100405&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2526-76472024000100405&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Médicos-docentes são, entre outros atores institucionais, responsáveis pela formação técnica, ética e cognitiva dos estudantes de Medicina, transformando, assim, a docência médica em objeto de discussões ao longo das últimas décadas. As reflexões teóricas aqui apresentadas são desdobramentos de uma pesquisa de doutorado que se propôs a compreender a unidade &#8220;aprendizagem conduzindo ao desenvolvimento&#8221; dos estudantes de Medicina, por meio da atividade de ensino exercida pelos médicos-docentes, sob os aportes da Teoria Histórico-Cultural. Considerando o importante papel que estes desempenham na organização da relação mantida entre os estudantes e o conhecimento, nos diferentes ambientes de aprendizagem, se assevera que o ambiente tem papel decisivo no desenvolvimento de médicos-docentes assim como de estudantes, desde que, para tanto, seja reflexo de uma atmosfera científico-pedagógica compartilhada entre o curso de Medicina, os sujeitos nele inseridos e a Instituição de Ensino Superior. Se considera que tal atmosfera seja materializada no compartilhamento de ideais, na presença de uma intencionalidade pedagógica pautada em um campo teórico de base, pensada e desenvolvida de forma consciente e competentemente orientada para o desenvolvimento dos estudantes e, sobretudo, na atuação do conhecimento como mediador destas relações, transformando os diferentes espaços de aprendizagem em ambientes de desenvolvimento. Neste contexto é que se sustenta a importância do ambiente, enquanto fonte de desenvolvimento, nas relações dadas entre quem ensina e quem estuda.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Los médicos-docentes son, entre otros actores institucionales, responsables de la formación técnica, ética y cognitiva de los estudiantes de medicina, transformando así la enseñanza médica en objeto de discusión en las últimas décadas. Las reflexiones teóricas que aquí se presentan son desarrollos de una investigación doctoral que tuvo como objetivo comprender la unidad "aprendizaje conducente al desarrollo" de los estudiantes de Medicina, través de la actividad docente realizada por los profesores, bajo los aportes de la Teoría Histórico-Cultural. Considerando el importante papel que juegan en la organización de la relación que se mantiene entre los estudiantes y el conocimiento, en los diferentes ambientes de aprendizaje, afirmamos que el ambiente juega un papel decisivo en el desarrollo tanto de los profesores como de los estudiantes, siempre que es reflejo de un clima científico-pedagógico compartido entre la carrera de Medicina, las asignaturas insertas en ella y la Institución de Enseñanza Superior. Consideramos que tal ambiente se materializa en la puesta común de ideales, en la presencia de una intención pedagógica sustentada en una base teórica y, sobre todo, en la actuación del saber cómo mediador de estas relaciones, transformando en desarrollo los diferentes espacios de aprendizaje. En este contexto, se sostiene la importancia del medio ambiente, como fuente de desarrollo, en las relaciones entre quienes enseñan y quienes estudian.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Physicians-professors are, among other institutional actors, responsible for the technical, ethical and cognitive training of medical students, thus transforming medical teaching into an object of discussion over the last few decades. The theoretical reflections presented here are results from doctoral research that aimed to understand the unit "learning leading to development" of medical students, through the teaching activity carried out by professors, under the contributions of the Historical-Cultural Theory. Considering the important role that they play in the organization of the relationship maintained between students and knowledge, in the different learning environments, we assert that the environment plays a decisive role in the development of physician-professors as well as students, provided that, for that, it reflects a scientific-pedagogical atmosphere shared between the medical school the subjects inserted in it and the Higher Education Institution. We consider that such an atmosphere is materialized in the sharing of ideals, in the presence of a pedagogical intention based on a theoretical base and, above all, in the performance of knowledge as a mediator of these relationships, transforming the different learning spaces into development environments. In this context, the importance of the environment, as a source of development, in the relationships between those who teach and those who study, is sustained.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ambiente]]></kwd>
<kwd lng="pt"><![CDATA[Atividade de ensino]]></kwd>
<kwd lng="pt"><![CDATA[Atividade de estudo]]></kwd>
<kwd lng="pt"><![CDATA[Cultura médica]]></kwd>
<kwd lng="pt"><![CDATA[Médico-docente]]></kwd>
<kwd lng="es"><![CDATA[Ambiente]]></kwd>
<kwd lng="es"><![CDATA[Actividad docente]]></kwd>
<kwd lng="es"><![CDATA[Actividad de estudio]]></kwd>
<kwd lng="es"><![CDATA[Cultura médica]]></kwd>
<kwd lng="es"><![CDATA[Médico-profesor]]></kwd>
<kwd lng="en"><![CDATA[Environment]]></kwd>
<kwd lng="en"><![CDATA[Teaching activity]]></kwd>
<kwd lng="en"><![CDATA[Study activity]]></kwd>
<kwd lng="en"><![CDATA[Medical culture]]></kwd>
<kwd lng="en"><![CDATA[Physician-professor]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<year>2017</year>
<publisher-loc><![CDATA[Uberlândia ]]></publisher-loc>
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<person-group person-group-type="author">
<name>
<surname><![CDATA[VIGOTSKI]]></surname>
<given-names><![CDATA[L.S]]></given-names>
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<source><![CDATA[Sete aulas de L. S. Vigotski sobre os fundamentos da pedologia]]></source>
<year>2018</year>
<publisher-loc><![CDATA[Rio de Janeiro ]]></publisher-loc>
<publisher-name><![CDATA[E-papers]]></publisher-name>
</nlm-citation>
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</back>
</article>
