<?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>S1981-52712017000100152</article-id>
<article-id pub-id-type="doi">10.1590/1981-52712015v41n1RB20160049</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A Literatura como Estratégia para Reflexões sobre Humanismo e Ética no Curso Médico: um Estudo Qualitativo]]></article-title>
<article-title xml:lang="en"><![CDATA[Literature as a Reflexive Strategy on Humanism and Ethics in Medical Education: A Qualitative Study]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Balbi]]></surname>
<given-names><![CDATA[Larissa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lins]]></surname>
<given-names><![CDATA[Liliane]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Menezes]]></surname>
<given-names><![CDATA[Marta Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Escola Bahiana de Medicina e Saúde Pública  ]]></institution>
<addr-line><![CDATA[Salvador BA]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2017</year>
</pub-date>
<volume>41</volume>
<numero>1</numero>
<fpage>152</fpage>
<lpage>161</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-52712017000100152&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-52712017000100152&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-52712017000100152&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO A educa&#231;&#227;o, pilar social caracterizado pela nobreza e complexidade, tem passado por um processo de transi&#231;&#227;o paradigm&#225;tica: do modelo unilateral e vertical de ensino para outro mais din&#226;mico, que permite o di&#225;logo aberto entre docente e discente. Analogamente, a medicina contempor&#226;nea tamb&#233;m vivencia um momento de mudan&#231;as, em que h&#225; uma necessidade crescente de preparar o futuro m&#233;dico para lidar cada vez mais com os dilemas e conflitos presentes no cotidiano da &#225;rea da sa&#250;de. A literatura de fic&#231;&#227;o constitui um recurso did&#225;tico que segue a linha da metodologia ativa e permite a reflex&#227;o, o debate e o confronto de ideias. O presente estudo pretendeu identificar as contribui&#231;&#245;es do uso da literatura, em especial do livro Ensaio sobre a cegueira, de Jos&#233; Saramago, na forma&#231;&#227;o human&#237;stica do estudante de Medicina. Para isto, desenvolveu-se um estudo descritivo, de an&#225;lise qualitativa e com a participa&#231;&#227;o dos alunos do primeiro ano de Medicina no componente curricular &#201;tica e Bio&#233;tica da Escola Bahiana de Medicina e Sa&#250;de P&#250;blica. Com base na leitura da obra de Saramago, os alunos responderam a uma avalia&#231;&#227;o processual desse componente. Segundo o conte&#250;do das respostas dos alunos, foram obtidos quatro temas: observa&#231;&#227;o do mundo e do exerc&#237;cio profissional pelo estudante de Medicina; humaniza&#231;&#227;o na pr&#225;tica m&#233;dica diante da invisibilidade social; pr&#225;tica m&#233;dica tecnoc&#234;ntrica e humaniza&#231;&#227;o; percep&#231;&#227;o do estudante de Medicina sobre a import&#226;ncia da literatura em sua forma&#231;&#227;o. A diversidade, a riqueza e a verticalidade das respostas apresentadas permitem concluir que a leitura do livro Ensaio sobre a cegueira contribuiu de maneira positiva na aprendizagem dos princ&#237;pios &#233;ticos e bio&#233;ticos (benefic&#234;ncia, n&#227;o malefic&#234;ncia, autonomia e justi&#231;a), tendo acrescentado &#224; forma&#231;&#227;o pessoal e profissional dos estudantes. Entretanto, como a experi&#234;ncia da leitura foi de car&#225;ter individual, n&#227;o h&#225; meios de assegurar que a contribui&#231;&#227;o tenha sido de mesma magnitude para todos os alunos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Education is a social pillar characterized by its nobility and complexity and has undergone a paradigmatic shift from the unilateral and vertical teaching model to a more dynamic one, facilitating an open dialogue between teachers and students. Contemporary medicine has experienced a similar period of change, creating a growing need to better prepare medical students for dealing with dilemmas and conflicts in the healthcare field. Literary fiction is a teaching tool that follows the line of the active methodology and allows for reflection, debate, and a confrontation of ideas. This study aimed to identify the benefits of using literature as part of the medical degree, with a particular focus on &#8220;Blindness&#8221; by Jos&#233; Saramago. To this end, we developed a descriptive study featuring qualitative analysis, involving participation of first-year medical students who have attended the Ethics and Bioethics course at the Bah&#237;a School of Medicine and Public Health. After reading Saramago&#8217;s work, students answered a procedural evaluation of the said component. Four themes emerged upon our thematic analysis of student responses: observation of the world and professional practice by medical students; humanization of medical practice in the face of social invisibility; technocentric medical practice and humanization; and medical students&#8217; awareness of the importance of literature in their training. The diversity, richnes and verticality of the responses submitted suggest that the reading of &#8220;Blindness&#8221; contributed positively to the students&#8217; learning of ethical and bioethical principles (beneficence, non-maleficence, autonomy, and justice) and added to their personal and professional formation. As reading is an individual experience, however, there is no way to ensure that the contribution was of the same magnitude for all students.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Médica]]></kwd>
<kwd lng="pt"><![CDATA[Bioética]]></kwd>
<kwd lng="pt"><![CDATA[Literatura]]></kwd>
<kwd lng="en"><![CDATA[Medical Education]]></kwd>
<kwd lng="en"><![CDATA[Bioethics]]></kwd>
<kwd lng="en"><![CDATA[Literature]]></kwd>
</kwd-group>
</article-meta>
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