<?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>S1981-52712020000500201</article-id>
<article-id pub-id-type="doi">10.1590/1981-5271v44.supl.1-20200420</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Novos Tempos, Novos Desafios: Estratégias para Equidade de Acesso ao Ensino Remoto Emergencial]]></article-title>
<article-title xml:lang="en"><![CDATA[New Times, New Challenges: Strategies to Ensure Equal Access to Emergency Remote Education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Appenzeller]]></surname>
<given-names><![CDATA[Simone]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Menezes]]></surname>
<given-names><![CDATA[Fábio Husemann]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[Gislaine Goulart dos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Padilha]]></surname>
<given-names><![CDATA[Roberto Ferreira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Graça]]></surname>
<given-names><![CDATA[Higor Sabino]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bragança]]></surname>
<given-names><![CDATA[Joana Fróes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual de Campinas  ]]></institution>
<addr-line><![CDATA[Campinas São Paulo]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<volume>44</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-52712020000500201&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-52712020000500201&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-52712020000500201&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo:  Introdução: Com a suspensão das atividades presenciais e a implementação do ensino remoto do curso de Medicina da Unicamp, foi necessária a elaboração de estratégias para identificar as necessidades dos estudantes para continuidade das aulas nessa nova modalidade.  Objetivo: Demonstrar as estratégias desenvolvidas e as soluções encontradas para permitir a equidade de acesso ao ensino remoto no curso de medicina da FCM-Unicamp.  Método: São apresentados dados do relatório institucional, elaborado a partir de questionários aplicados para os estudantes do curso de Medicina sobre as dificuldades referentes ao acesso ao ensino remoto emergencial e as ações realizadas para solucionar as principais dificuldades encontradas.  Resultados: Constatamos que os anos iniciais do curso apresentam a maior proporção de alunos com dificuldades, embora, em todos os anos, os discentes tenham relatado alguma dificuldade. Os principais problemas identificados foram internet instável e/ou apenas acesso por redes móveis. Verificou-se ainda que os alunos tinham maior dificuldade em acompanhar as atividades síncronas. A maior parte dos alunos mencionou que acompanhava as aulas por computadores e notebooks, mas, muitas vezes, estes eram compartilhados com outros membros da família. Alguns estudantes apontaram também que muitas vezes, não conseguiam acompanhar o curso por falta de aparelhos ou acesso à internet. Nesse caso, computadores e chips de celular e para uso em tablets eram emprestados aos alunos. Houve orientação aos professores para adequação das ferramentas pedagógicas utilizadas.  Conclusão: Garantir a equidade de acesso é fundamental para permitir a continuidade dos estudos na transformação do estudo presencial em remoto emergencial. O ato de escutar os alunos sobre as dificuldades em relação ao ensino remoto e a realização de suporte material são ferramentas essenciais para o sucesso dessa estratégia pedagógica. A orientação do corpo docente em relação às dificuldades dos alunos foi importante para adequação do ensino remoto. Essas ações auxiliaram os estudantes na mudança do ensino imposta pelo distanciamento social.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract:  Introduction: After the implementation of remote teaching for the academic activities of the Medicine course at UNICAMP, due to the COVID Pandemic, a new strategy was required to identify the needs of students to allow them to keep up with the course in this new pedagogical modality.  Objective: To demonstrate the strategies developed and solutions found to allow for equal access to remote education in the medical course at FCM-UNICAMP.  Method: We present data from our institutional report based on questionnaires completed by medical students regarding the difficulties related to access to emergency remote education and the actions taken to solve the main difficulties encountered.  Results: We identified that the initial years of the course had the highest proportion of students with difficulties, although all students reported some difficulty. The main problems identified were unstable internet and/or only access via mobile networks, and the most significant difficulty was in accessing the synchronous activities. Most students reported attending classes via computer and notebooks, but this device was often shared with other family members, most notably during the pandemic. Thirty-one students reported difficulties that prevented them from following the course adequately due to lack of devices or internet access. One solution was computers and cell phone chips and tablets being loaned out to students. Teachers were instructed to adapt the pedagogical tools used.  Conclusion: Ensuring equal access is essential to support studies to continue following the transition from face-to-face classes to emergency remote study. Listening to students about the difficulties concerning remote teaching is an essential tool for the success of this pedagogical strategy. Guidance of the teaching staff in relation to the difficulties encountered by students was important for the adequacy of remote teaching. These actions helped students in the change of teaching imposed by social distancing.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Materiais de Ensino]]></kwd>
<kwd lng="pt"><![CDATA[Equidade]]></kwd>
<kwd lng="pt"><![CDATA[Educação Médica]]></kwd>
<kwd lng="en"><![CDATA[Teaching Materials]]></kwd>
<kwd lng="en"><![CDATA[Equal Opportunities]]></kwd>
<kwd lng="en"><![CDATA[Medical Education]]></kwd>
</kwd-group>
</article-meta>
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