<?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>1984-6444</journal-id>
<journal-title><![CDATA[Educação UFSM]]></journal-title>
<abbrev-journal-title><![CDATA[Educação. Santa Maria]]></abbrev-journal-title>
<issn>1984-6444</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Santa Maria]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1984-64442020000100227</article-id>
<article-id pub-id-type="doi">10.5902/1984644433096</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A Importância do Pensamento Crítico em Inovações Curriculares: interface com a educação sexual emancipatória]]></article-title>
<article-title xml:lang="en"><![CDATA[The importance of critical thinking in curricular innovations: interface with emancipatory sexual education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Yared]]></surname>
<given-names><![CDATA[Yalin Brizola]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Melo]]></surname>
<given-names><![CDATA[Sonia Maria Martins de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vieira]]></surname>
<given-names><![CDATA[Rui Marques]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Sul de Santa Catarina  ]]></institution>
<addr-line><![CDATA[Florianópolis Santa Catarina]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade do Estado de Santa Catarina  ]]></institution>
<addr-line><![CDATA[Florianópolis Santa Catarina]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade de Aveiro  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</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>45</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-64442020000100227&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-64442020000100227&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-64442020000100227&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO A partir de uma pesquisa de doutoramento no campo da Educação em interface com a sexualidade, o presente artigo discorre sobre a importância da promoção do Pensamento Crítico (PC) em mudanças paradigmáticas curriculares no ensino superior. O lócus do estudo foi um Curso de Graduação em Medicina organizado em currículo integrado, orientado por competências, com quadro docente interdisciplinar e multiprofissional, e desenvolvido por metodologias ativas. Objetivamos, neste ensaio, problematizar o desenvolvimento do PC como elemento substancial na materialização de uma proposta curricular que visa uma transformação paradigmática educacional. Norteado pelo paradigma do materialismo histórico dialético, o ensaio configura-se como um estudo de caso que utiliza o método dialético para análise da realidade. Os instrumentos de coleta compreenderam o uso de questionário e, posteriormente, a entrevista semiestruturada áudio gravada. Para análise, foi utilizada a análise de conteúdo, com complementos da análise textual discursiva. Como resultado, registrou-se que o desenvolvimento intencional do PC é fundamental para a busca de uma transformação paradigmática educacional efetiva. Embora hoje sejam defendidos e divulgados vários elementos inovadores no processo de ensino e de aprendizagem, muitos docentes do ensino superior continuam agindo amparados no paradigma convencional acriticamente. Isso sugere que as práticas não promovem naturalmente o PC.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT From a doctorate research in the area of Education in interface with sexuality, this article discusses the importance of promoting critical thinking (CT) in curricular paradigmatic changes in higher education. The locus of study was a Medicine Graduation Course organized in an integrated curriculum, which was guided by competences, with an interdisciplinary and multiprofessional teaching staff and developed by active methodologies. Driven by the paradigm of dialectical historical materialism, it forms a case study that uses the dialectical method to analyze reality. The instruments of collection were, in the first moment, a questionnaire and, in a second moment, an audio semi-structured interview recorded. For analysis, a content analysis was used, with complementary textual discursive analysis. From the analysis, the development of CT is fundamental in the search for an effective paradigmatic educational transformation. Although today they defend themselves and they are disseminating several innovative elements in the teaching-learning process, many higher education teachers studied continue acting based on conventional paradigm uncritically. This suggests that practices do not naturally promote CT.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Pensamento crítico]]></kwd>
<kwd lng="pt"><![CDATA[Curso de Graduação em Medicina em currículo integrado]]></kwd>
<kwd lng="pt"><![CDATA[Formação médica e educação sexual]]></kwd>
<kwd lng="en"><![CDATA[Critical thinking]]></kwd>
<kwd lng="en"><![CDATA[Medicine Graduation Course in integrated curriculum]]></kwd>
<kwd lng="en"><![CDATA[Medical training and sexual education]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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