<?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>S1981-52712021000500210</article-id>
<article-id pub-id-type="doi">10.1590/1981-5271v45.4-20210294</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Letramento funcional em saúde: experiência dos estudantes e percepção dos usuários da atenção primária]]></article-title>
<article-title xml:lang="en"><![CDATA[Functional health literacy: experience of students and perception in users of primary care]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lustosa]]></surname>
<given-names><![CDATA[Sasha Botelho]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lima]]></surname>
<given-names><![CDATA[Rafael Ileus Monteiro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Damasceno]]></surname>
<given-names><![CDATA[Osvaldo Correia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Maués]]></surname>
<given-names><![CDATA[Luís Antônio Loureiro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Teixeira]]></surname>
<given-names><![CDATA[Francisco Bruno]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Pará  ]]></institution>
<addr-line><![CDATA[Altamira Pará]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<volume>45</volume>
<numero>4</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-52712021000500210&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-52712021000500210&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-52712021000500210&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo:  Introdução:  A participação social na prática de ações promotoras da saúde é uma das diretrizes do Sistema Único de Saúde (SUS). A partir disso, surge o letramento funcional em saúde (LFS) que se compreende como a capacidade do indivíduo de entender, interpretar e aplicar as informações escritas ou faladas sobre saúde. Nesse contexto, a extensão universitária torna-se uma estratégia que transmite informações sobre prevenção em saúde e permite o seu empoderamento pelos usuários.  Objetivo: Este estudo teve como objetivo relatar a experiência de um projeto de extensão que possibilita a interação de acadêmicos e usuários da atenção primária, a fim de estimular o LFS e avaliar a percepção dos usuários sobre as ações desenvolvidas pelos discentes.  Método:  As intervenções do projeto priorizavam temas e doenças prevalentes na população local e/ou que estão no calendário nacional de conscientização do Ministério da Saúde. No final das intervenções, realizaram-se dinâmicas que simularam situações reais, e alguns usuários foram convidados a participar delas e, partir disso, estimular o LFS. Ademais, a avaliação da percepção dos usuários sobre a participação dos discentes foi realizada por meio de uma entrevista, na qual se utilizou uma pergunta norteadora, e, em seguida, aplicou-se o método de análise do conteúdo de Bardin.  Resultado: No decorrer da execução do projeto, foi perceptível que as intervenções tiveram rendimento satisfatório em relação aos conteúdos trabalhados, pois ocorreram inúmeros questionamentos e relatos dos usuários. Constatou-se que as práticas educativas foram muito construtivas no contexto da estimulação do LFS, pois proporcionaram a participação ativa dos indivíduos. Além disso, os relatos positivos dos usuários corroborou a percepção dos alunos quanto às ações. Justificativas como a carência de ações em educação em saúde, a falta de informação sobre o processo saúde-doença, a importância da prevenção e a troca de conhecimento foram abordadas pelos usuários.  Conclusão: Por meio dos relatos dos usuários e pela experiência dos autores, conclui-se que as ações em educação em saúde desenvolvidas sempre buscando tornar os usuários protagonistas da própria saúde possibilitam a troca de saberes entre acadêmicos e comunidade, promovendo a multiplicação de conhecimento acerca dos temas abordados no projeto.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract:  Introduction: Social participation in the practice of health-promoting actions is one of the guidelines of the Unified Health System (SUS). From this comes Functional Health Literacy (LFS), which is understood as the individual&#8217;s ability to understand, interpret and apply written or spoken information about health. In this context, the university community outreach program comes to represent a strategy that transmits information about health prevention and allows user empowerment.  Objective: To report the experience of a community outreach project that works by enabling interaction between academics and primary care users in order to stimulate LFS and assess the users&#8217; views on the actions developed by students.  Method: The project&#8217;s interventions prioritized themes and diseases prevalent in the local population and/or feature in the Ministry of Health&#8217;s national awareness calendar. At the end of the interventions, role plays were performed to simulate real life situations, where some users were invited to participate and, hence, stimulate LFS. Furthermore, the users&#8217; views on the students&#8217; participation were assessed through an interview using a guiding question followed by the application of Bardin&#8217;s method of content analysis.  Result:  During the project, the interventions produced noticeably satisfactory results in relation to the content, as the users presented several questions and accounts of experiences. It was noteworthy how constructive the educational practices were in the context of LFS stimulation, as they provided for the active participation of individuals. In addition, the users&#8217; positive reports corroborated the students&#8217; perception of the actions. Users addressed justifications such as lack of actions in health education, lack of information about the health-disease process, the importance of prevention and exchange of knowledge.  Conclusion:  Through the users&#8217; accounts and the authors&#8217; experience, the conclusion can be drawn that health education actions always developed to place the user as the protagonist of their own health enable an exchange of knowledge between academics and the community, promoting the multiplication of knowledge about the topics covered in the project.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Letramento em Saúde]]></kwd>
<kwd lng="pt"><![CDATA[Atenção Primária à Saúde]]></kwd>
<kwd lng="pt"><![CDATA[Saúde Pública]]></kwd>
<kwd lng="pt"><![CDATA[Educação em Saúde]]></kwd>
<kwd lng="pt"><![CDATA[Educação Médica]]></kwd>
<kwd lng="en"><![CDATA[Health Literacy]]></kwd>
<kwd lng="en"><![CDATA[Primary Health Care]]></kwd>
<kwd lng="en"><![CDATA[Public Health]]></kwd>
<kwd lng="en"><![CDATA[Health Education]]></kwd>
<kwd lng="en"><![CDATA[Medical Education]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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