<?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>S1981-52712021000500222</article-id>
<article-id pub-id-type="doi">10.1590/1981-5271v45.4-20200219.ing</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Gender, sexuality and medical education: experiences in a federal school that uses active learning methodologies]]></article-title>
<article-title xml:lang="pt"><![CDATA[Gênero, sexualidade e educação médica: vivências em uma escola federal que utiliza metodologias ativas de aprendizagem]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliveira]]></surname>
<given-names><![CDATA[Pedro Mendonça de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Aquilante]]></surname>
<given-names><![CDATA[Aline Guerra]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Moretti-Pires]]></surname>
<given-names><![CDATA[Rodrigo Otávio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sampaio]]></surname>
<given-names><![CDATA[Sueli Fátima]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de São Carlos  ]]></institution>
<addr-line><![CDATA[São Carlos São Paulo]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Santa Catarina  ]]></institution>
<addr-line><![CDATA[Florianópolis Santa Catarina]]></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=S1981-52712021000500222&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-52712021000500222&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-52712021000500222&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract:  Introduction: Sexuality is characterized as a device of power and Medicine plays a key role as one of the main action institutions. Medical education tends to ratify the heteronormative discourse and diagnose deviant patterns as a pathology. It is based on the binary categorization of individuals as an implication of their sexuality. The assessed medical course assumes the methodological proposal of the constructivist spiral, which seeks to guarantee the protagonism of the students, as well as the dialogue with their previous knowledge, using the concept of Meaningful Learning.  Objective:  To analyze the students&#8217; experiences in the development of the competence profile related to gender and sexuality during medical school.  Method: It is a qualitative research using focus groups with students attending the sixth year of the medical course.  Result: The study indicates the students&#8217; perception of the importance of active methodologies, as well as the early inclusion in the fields of practice. However, the thematic of gender and sexuality needs to be proposed in the list of triggers for the use of the constructivist spiral.  Conclusion: The active teaching-learning methodologies can constitute a counter-hegemonic strategy in the face of the device of sexuality in guaranteeing biopower, as there is a reorientation of these contents in the curriculum.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo:  Introdução: A sexualidade se caracteriza como dispositivo de poder, e a medicina tem importante papel como uma das principais instituições de ação. A educação médica tende a ratificar o discurso heteronormativo e diagnosticar os padrões desviantes como patologia. Pauta-se na categorização binária dos indivíduos como implicação de sua sexualidade. O curso de Medicina investigado assume a proposta metodológica da espiral construtivista, que procura garantir o protagonismo dos estudantes, assim como dialoga com seus conhecimentos prévios, apostando no conceito de aprendizagem significativa.  Objetivo: Este estudo teve como objetivo analisar as experiências dos estudantes no desenvolvimento do perfil de competência relacionado a gênero e sexualidade durante o curso de Medicina.  Método:  Trata-se de pesquisa qualitativa utilizando grupos focais com estudantes do sexto ano do curso.  Resultado: O estudo aponta para a percepção dos estudantes sobre a importância das metodologias ativas, bem como sobre a inserção precoce nos campos de prática. No entanto, a temática sobre gênero e sexualidade precisa estar proposta no elenco de disparadores para o uso da espiral construtivista.  Conclusão: As metodologias ativas de ensino-aprendizagem podem se configurar como estratégia contra-hegemônica ante o dispositivo da sexualidade na garantia de biopoder, na medida em que haja reorientação desses conteúdos no currículo.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Medical Education]]></kwd>
<kwd lng="en"><![CDATA[Curriculum]]></kwd>
<kwd lng="en"><![CDATA[Problem-Based Learning]]></kwd>
<kwd lng="en"><![CDATA[Gender Identity]]></kwd>
<kwd lng="en"><![CDATA[Sexuality]]></kwd>
<kwd lng="pt"><![CDATA[Educação Médica]]></kwd>
<kwd lng="pt"><![CDATA[Currículo]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem Baseada em Problemas]]></kwd>
<kwd lng="pt"><![CDATA[Identidade de Gênero]]></kwd>
<kwd lng="pt"><![CDATA[Sexualidade]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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