Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-08-01T15:48:11Z No. of bitstreams: 1 RebecaMariaDeMedeirosVieira_DISSERT.pdf: 585800 bytes, checksum: 1bbb514a54ea2d605fb10d23edf668c3 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-08-09T15:10:55Z (GMT) No. of bitstreams: 1 RebecaMariaDeMedeirosVieira_DISSERT.pdf: 585800 bytes, checksum: 1bbb514a54ea2d605fb10d23edf668c3 (MD5) / Made available in DSpace on 2017-08-09T15:10:55Z (GMT). No. of bitstreams: 1 RebecaMariaDeMedeirosVieira_DISSERT.pdf: 585800 bytes, checksum: 1bbb514a54ea2d605fb10d23edf668c3 (MD5) Previous issue date: 2017-05-26 / Este estudo problematizou o processo de implementa??o de um curr?culo baseado no ensino em comunidade em uma escola m?dica criada no ?mbito do Programa Mais M?dicos, no sert?o nordestino. Para tanto, trabalhou-se com interlocu??es te?ricas entre narrativas, mem?ria e curr?culo. Teve-se por objetivo compreender como docentes m?dicos experienciam o ensino baseado na comunidade, tendo em vista suas mem?rias da forma??o m?dica. Trata-se de estudo qualitativo, nos marcos da hist?ria oral. Para produ??o das narrativas e contextualiza??o dos sujeitos utilizaram-se observa??es participantes, question?rios socioecon?micos e entrevistas individuais semiestruturadas. As informa??es foram analisadas pela t?cnica de codifica??o tem?tica. Os resultados s?o apresentados e discutidos por meio de duas categorias tem?ticas: ?eles ser?o m?dicos dentro de uma comunidade?: curr?culo, mem?ria e forma??o m?dica e ?na hora que eu cheguei l?, quis ir embora?: atua??o docente no ensino baseado na comunidade. As narrativas desvelaram as disparidades e incongru?ncias entre uma forma??o m?dica modelada nas prescri??es do curr?culo ?tradicional? e as expectativas de atua??o docente num curr?culo ?inovador?, caracterizado pela centralidade do estudante e das necessidades de sa?de locais que produzem arranjos pedag?gicos diversos pr?prios do ensino baseado na comunidade. Esses aspectos aprofundam as dificuldades vivenciadas no in?cio da carreira docente e evidenciam a necessidade de investimentos em desenvolvimento docente nos cursos m?dicos, em geral, e nos rec?m-criados, em particular. / Medical Education in Brazil is currently undergoing major curricular transformations and Community Based Education has become a potential scenario for the teaching-learning process. The Multicampi School of Medical Sciences of UFRN (EMCM) was created in the perspective of this change of curriculum and training of professionals with critical and reflexive thinking, with insertion from the first semester into the community environment. Medical teachers working in this context were trained in the traditional medical teaching model, where teaching in the community did not exist or was little explored. Thus, it was observed the need to understand how the memories of medical training triggered in the community environment are expressed in the experience of teaching in the community of EMCM medical teachers. The study is based on the qualitative approach, the technique used to obtain the research data was the interview, with semi-structured script. The analysis of the results was performed using the categorical thematic analysis technique. From this analysis two categories emerged: "They will be doctors within a community": curriculum, memoirs and medical training and "When I got there, I wanted to leave": experiences and memories of a rite of passage, which are in the process of Discussion according to the literature.