<?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>1982-7199</journal-id>
<journal-title><![CDATA[Revista Eletrônica de Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Elet. Educ.]]></abbrev-journal-title>
<issn>1982-7199</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de São Carlos, Programa de Pós-Graduação em Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-71992020000100170</article-id>
<article-id pub-id-type="doi">10.14244/198271993732</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Percepções de estudantes e professores sobre métodos ativos para a formação de médicos]]></article-title>
<article-title xml:lang="en"><![CDATA[Students and teachers&#8217; perceptions about active methods for graduation of physicians]]></article-title>
<article-title xml:lang="es"><![CDATA[Percepciones de estudiantes y profesores sobre métodos activos para la graduación de médicos]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Conceição]]></surname>
<given-names><![CDATA[Caio Vinicius da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Moraes]]></surname>
<given-names><![CDATA[Magali Aparecida Alves de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual de Londrina (UEL)  ]]></institution>
<addr-line><![CDATA[Londrina PR]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Faculdade de Medicina de Marília (FAMEMA)  ]]></institution>
<addr-line><![CDATA[Marília SP]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2020</year>
</pub-date>
<volume>14</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-71992020000100170&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-71992020000100170&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-71992020000100170&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo No contexto de modernização da educação médica, pela qual as faculdades de medicina perpassam no Brasil com as novas Diretrizes Curriculares Nacionais, é recomendada a utilização de métodos ativos de ensino e aprendizagem, que surgem como alternativas a fim de se garantir a competência profissional. O objetivo dessa pesquisa foi o de explorar as percepções de estudantes e professores sobre os métodos ativos para a formação de médicos. O estudo é descritivo, quantitativo e qualitativo e contou com a aplicação de questionários e entrevistas semiestruturadas para estudantes e professores de uma faculdade do interior do Estado de São Paulo (Brasil). Os dados dos questionários foram dispostos em tabelas e descritos em porcentagens correspondentes, e as entrevistas transcritas para realização de análise de conteúdo, modalidade temática. Estudantes e professores consideraram que o processo desencadeado em métodos ativos promove habilidades de raciocínio crítico, autonomia, comunicação, interdependência positiva em relação aos colegas além do conhecimento cognitivo. Avaliaram também que os métodos ativos na graduação em medicina trazem benefícios cognitivos, psicossociais e motores. Assim, pode-se concluir que o currículo com métodos ativos suscita uma formação com postura ativa do estudante, facilita a resolução de problemas da prática profissional e pode levar à transformação da realidade social da saúde.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In the context of the modernization of medical education, in which medical schools are underway in Brazil with the new National Curricular Guidelines, it is recommended the use of active teaching and learning methods, which appears as alternatives in order to guarantee the professional competence. The objective of this research was to explore students and teachers&#8217; perceptions regarding active methods for graduation of physicians. The study is descriptive, quantitative, and qualitative and had the application of questionnaires and semi-structured interviews for students and teachers of a Faculty in the interior of the State of São Paulo (Brazil). The data of the questionnaires were arranged in tables and described in corresponding percentages, and the interviews transcribed to perform content analysis, thematic modality. Students and teachers considered that the process triggered in active methods promotes skills of critical thinking, autonomy, communication, positive interdependence with colleagues and cognitive knowledge. They also assessed that active methods in medical graduation bring about cognitive, psychosocial and motor benefits. Thus, it can be concluded that the curriculum based on active methods foments a formation with an active student&#8217;s behaviour that facilitates the resolution of problems of the professional practice and can lead to the change of the social reality in health.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En el contexto de modernización de la educación médica, por la cual las facultades de medicina pasan en Brasil con las nuevas Directrices Curriculares Nacionales, es recomendada la utilización de métodos activos de enseñanza y aprendizaje, que surgen como alternativas a fin de garantizarse la competencia profesional. El objetivo de esta investigación fue explorar las percepciones de estudiantes y profesores sobre métodos activos para la formación de médicos. El estudio es descriptivo, cuantitativo y cualitativo y contó con la aplicación de cuestionarios y entrevistas semiestructuradas para estudiantes y profesores de una Facultad del interior del Estado de São Paulo (Brasil). Los datos de los cuestionarios fueron dispuestos en tablas y descriptos en porcentajes correspondientes, y las entrevistas transcriptas para realización de análisis de contenido, modalidad temática. Estudiantes y profesores consideraron que el proceso desencadenado en métodos activos promueve habilidades de razonamiento crítico, autonomía, comunicación, interdependencia positiva en relación con los compañeros además del conocimiento cognitivo. Evaluaron también que los métodos activos en la graduación en medicina traen beneficios cognitivos, psicosociales y motores. Así que se puede concluir que el currículo con métodos activos suscita una formación con postura activa del estudiante, facilita la resolución de problemas de la práctica profesional y puede conducir a la transformación de la realidad social en salud.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação médica]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem baseada em problemas]]></kwd>
<kwd lng="pt"><![CDATA[Avaliação do ensino.]]></kwd>
<kwd lng="en"><![CDATA[Graduation of the physician]]></kwd>
<kwd lng="en"><![CDATA[Problem-based learning]]></kwd>
<kwd lng="en"><![CDATA[Teaching evaluation.]]></kwd>
<kwd lng="es"><![CDATA[Graduación del médico]]></kwd>
<kwd lng="es"><![CDATA[Aprendizaje basada en problemas]]></kwd>
<kwd lng="es"><![CDATA[Evaluación del enseñanza.]]></kwd>
</kwd-group>
</article-meta>
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