<?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>S1981-52712019000200143</article-id>
<article-id pub-id-type="doi">10.1590/1981-52712015v43n2RB20180203</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Alinhamento de Diferentes Projetos Pedagógicos de Cursos de Medicina com as Diretrizes Curriculares Nacionais]]></article-title>
<article-title xml:lang="en"><![CDATA[Alignment of Different Pedagogical Projects of Medicine Courses with the National Curricular Guidelines]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliveira]]></surname>
<given-names><![CDATA[Carlos Alberto de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Senger]]></surname>
<given-names><![CDATA[Maria Helena]]></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 contrib-type="author">
<name>
<surname><![CDATA[Amaral]]></surname>
<given-names><![CDATA[Eliana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Pontifícia Universidade Católica de São Paulo  ]]></institution>
<addr-line><![CDATA[São Paulo São Paulo]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Juiz de Fora  ]]></institution>
<addr-line><![CDATA[Juiz de Fora Minas Gerais]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Estadual de Campinas  ]]></institution>
<addr-line><![CDATA[Campinas São Paulo]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2019</year>
</pub-date>
<volume>43</volume>
<numero>2</numero>
<fpage>143</fpage>
<lpage>151</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-52712019000200143&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-52712019000200143&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-52712019000200143&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O objetivo desta pesquisa foi analisar os projetos pedag&#243;gicos de dois cursos (PPC) de gradua&#231;&#227;o em Medicina para determinar o grau de alinhamento &#224;s Diretrizes Curriculares Nacionais (DCN) do ensino m&#233;dico, visando compreender as diferen&#231;as decorrentes dos modelos curriculares adotados. Tr&#234;s especialistas em ensino m&#233;dico foram convidados a analisar os documentos relativos aos projetos pedag&#243;gicos de curso (PPC) e preencher um instrumento de avalia&#231;&#227;o desenvolvido para avaliar ades&#227;o &#224;s DCN 2001, previamente publicado, com dez dimens&#245;es. O escore calculado por meio do instrumento classifica as escolas em rela&#231;&#227;o ao grau de ader&#234;ncia &#224;s DCN, sendo valores de escore de 0 a &#8804; 20%, de 20 a &#8804; 40%, de 40 a &#8804; 60%, de 60 a &#8804; 80% e de &gt; 80% considerados, respectivamente, divergente, fracamente aderente, regular ader&#234;ncia, aderente moderadamente e fortemente aderente. Tamb&#233;m se realizou an&#225;lise de conte&#250;do dos PPC para buscar evid&#234;ncias sobre os dom&#237;nios no texto. Os escores totais, de 47,5% (IES1) e 82,5% (IES2), mostraram ades&#227;o regular do PPC da IES1 e acentuada do PPC da IES2 &#224;s DCN 2001. Essas diferen&#231;as se manifestaram especialmente nas dimens&#245;es da adequa&#231;&#227;o da metodologia de ensino &#224; concep&#231;&#227;o do curso, da inter-rela&#231;&#227;o das disciplinas na concep&#231;&#227;o e execu&#231;&#227;o do curr&#237;culo e na exist&#234;ncia de m&#243;dulos ou temas integradores. As an&#225;lises dos PPC mostraram que, de maneira geral, h&#225; ader&#234;ncia &#224;s DCN, em diferentes est&#225;gios. Observou-se boa confiabilidade desse instrumento utilizado na an&#225;lise dos tr&#234;s avaliadores para ambas as institui&#231;&#245;es de ensino superior (alfa de Cronbach de 0,77 para a IES1 e de 0,75 para a IES2). A compara&#231;&#227;o das m&#233;dias dos escores dos avaliadores por dimens&#227;o foi submetida a uma an&#225;lise de signific&#226;ncia com o Teste t de Student. Conclui-se que as duas escolas, em intensidade e por caminhos diferentes e respeitando a cultura institucional, incorporaram paulatinamente o arcabou&#231;o das diretrizes curriculares nacionais.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The objective of this research was to analyze the pedagogical projects of two undergraduate medical education courses (CPP) to determine the degree of alignment with the National Curricular Guidelines (NDC) of Medical Education, aiming to understand the differences that arise from the curricular models adopted. Three medical education experts were invited to review the documents relating to the course pedagogical projects (CPP) and to complete an evaluation instrument developed to evaluate adherence to the previously published ten-dimensional DCN 2001. The score calculated from the instrument classifies the schools in relation to the degree of adherence to the DCN, with scores ranging from 0 &#8804; to 20%, from 20 to &#8804; 40%; 40 to &#8804; to 60%; from 60 to &#8804; to 80% and from &gt; 80% considered respectively, divergent, poorly adherent, regular adherence, adherent moderately and strongly adherent. Content analysis of PPPs was also conducted to search for evidence on domains in the text. The total scores of 47.5% (Institution of Higher Education 1) and 82.5% (Institution of Higher Education 2), showed regular adherence of the PPC of Institution of Higher Education 1 and marked of the CPP of Institution of Higher Education 2 to DCN 2001. These differences were manifested especially in the dimensions of the adequacy of the teaching methodology to the course design, of the interrelationship of the disciplines in the conception and execution of the curriculum and in the existence of integrating modules or themes. The CPP analyzes showed that, in general, there is adherence to the DCN in different stages. We observed a good reliability of this instrument used in the analysis of the three evaluators for both institutions of higher education (Cronbach&#8217;s alpha of 0.77 for Institution of Higher Education 1 and Cronbach&#8217;s alpha of 0.75 for the Institution of Higher Education 2). The comparison of the means of the scores of the evaluators by size was submitted to a significance analysis with the Student t Test. It is concluded that the two schools, in intensity and in different ways and respecting the institutional culture, gradually incorporated the framework of the national curricular guidelines.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Curriculum]]></kwd>
<kwd lng="pt"><![CDATA[Educação Médica]]></kwd>
<kwd lng="pt"><![CDATA[Metodologias Ativas]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem Baseada em Problemas]]></kwd>
<kwd lng="en"><![CDATA[Curriculum]]></kwd>
<kwd lng="en"><![CDATA[Medical Education]]></kwd>
<kwd lng="en"><![CDATA[Active Methodologies]]></kwd>
<kwd lng="en"><![CDATA[Problem-Based Learning]]></kwd>
</kwd-group>
</article-meta>
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