RESUMO O tema das reformas curriculares na educação médica brasileira tem sido bastante debatido na literatura especializada. Algumas reformas buscaram introduzir estratégias de aprendizagem ativas, porém com poucas mudanças efetivas. Em artigos anteriores, apresentamos o modelo geral de um curso médico baseado em regime de ciclos, proposto pela Universidade Federal do Sul da Bahia. Neste artigo, submetemos ao debate o conjunto de estratégias pedagógicas estruturantes desse projeto. Primeiro, discutimos o conceito de “competência” articulado às demandas de uma formação ampliada, cidadã e profissional, incorporando tecnologias resolutivas ao cuidado humanizado e aos processos de trabalho em saúde. Em seguida, apresentamos instrumentos e metodologias ativas de aprendizagem que conformam a matriz de estratégias pedagógicas adotada pelo curso, baseada em quatro dispositivos centrais: Compromissos de Aprendizagem Significativa; Equipes de Aprendizagem Ativa; Sistema Integrado de Aprendizagem Compartilhada; Aprendizagem Orientada por Problemas e Competências. Tais dispositivos (e estratégias correlatas) promovem a aplicação de princípios e modelos de aprendizagem ativa e solidária em todas as etapas da formação, com uso intensivo de tecnologias digitais e mídias sociais. Discutimos fundamentos e perspectivas desse formato de organização pedagógico no que se refere à consistência com o modelo curricular da UFSB, enfatizando a estratégia de Aprendizagem Orientada por Problemas Concretos como eixo central de formação orientada pela prática de cuidados em saúde. Como ferramenta padronizada e dinâmica para acompanhamento de pacientes, adota-se o Prontuário Orientado por Problemas e Evidências (POPE), numa versão informatizada, mais adequada e eficiente que o modelo tradicional de prontuário, adaptada para uso nos diferentes contextos de prática clínica onde atua a UFSB. Esta proposta insere-se no esforço de construção de uma nova cultura pedagógica pautada numa perspectiva sociocrítica (intercultural, interepistêmica, interprofissional e interdisciplinar) da educação médica, capaz de articular, de forma indissociável, o sistema de formação em saúde aos de ciência, tecnologia e inovação, visando promover integralidade, humanização e resolutividade nas práticas de atenção à saúde. 310 palavras

ABSTRACT Curricular reforms in medical education has been much debated in the specialized Brazilian literature. Some reforms have sought to introduce active learning strategies, but with few effective changes. In previous articles, we have introduced the general model of a medical course based on cycles, proposed by the Federal University of Southern Bahia. In this article, we submit to debate the set of pedagogical strategies structuring this project. First, we discuss the concept of “competence” articulated to the demands of a broad professional citizen formation, incorporating effective technologies to humanized care and to labor processes in health. Then, we present learning tools and methodologies that conform a matrix of active pedagogical strategies adopted by the course, based on four central devices: Significant Learning Commitments; Active Learning Teams; Integrated Shared Learning System; Competency and Problem-Based Learning. Such devices (and related strategies) promote the application of strategies and instruments of active and solidary learning in all stages of training, with intensive use of digital technologies and social media. We discuss the fundamentals and perspectives of this pedagogical organization format, which refers to the consistency with the curricular model, emphasizing the strategy of learning oriented by concrete problems as the central axis of training guided by health care practices. As a standardized and dynamic tool for patient follow-up, the patient's record oriented by problems and evidence (POPE) is used, in a computerized version, more adequate and efficient than the traditional template, adapted for use in the different contexts of UFSB clinical practice. This proposal is part of the effort to build a new pedagogical culture based on a sociocritical (inter-cultural, inter-personal, interprofessional and interdisciplinary) perspective of medical education, capable of articulating, in an integrated way, the education system in health to those of science, technology and innovation, aiming to promote integrality, humanization and resolution in health care practices. 300 words

Cutaneous leishmaniasis (CL) is the most frequent clinical form of tegumentary leishmaniasis and is characterised by a single or a few ulcerated skin lesions that may disseminate into multiple ulcers and papules, which characterise disseminated leishmaniasis (DL). In this study, cells were quantified using immunohistochemistry and haematoxylin and eosin staining (CD4+, CD68+, CD20+, plasma cells and neutrophils) and histopathology was used to determine the level of inflammation in biopsies from patients with early CL, late CL and DL (ulcers and papules). The histopathology showed differences in the epidermis between the papules and ulcers from DL. An analysis of the cells present in the tissues showed similarities between the ulcers from localised CL (LCL) and DL. The papules had fewer CD4+ T cells than the DL ulcers. Although both CD4+ cells and macrophages contribute to inflammation in early CL, macrophages are the primary cell type associated with inflammation intensity in late ulcers. The higher frequency of CD20+ cells and plasma cells in lesions demonstrates the importance of B cells in the pathogenesis of leishmaniasis. The number of neutrophils was the same in all of the analysed groups. A comparison between the ulcers from LCL and DL and the early ulcers and papules shows that few differences between these two clinical forms can be distinguished by observing only the tissue.

Disseminated leishmaniasis (DL) differs from other clinical forms of the disease due to the presence of many non-ulcerated lesions (papules and nodules) in non-contiguous areas of the body. We describe the histopathology of DL non-ulcerated lesions and the presence of CD4-, CD20-, CD68-, CD31- and von Willebrand factor (vW)-positive cells in the inflamed area. We analysed eighteen biopsies from non-ulcerated lesions and quantified the inflamed areas and the expression of CD4, CD20, CD68, CD31 and vW using Image-Pro software (Media Cybernetics). Diffuse lymphoplasmacytic perivascular infiltrates were found in dermal skin. Inflammation was observed in 3-73% of the total biopsy area and showed a significant linear correlation with the number of vW+ vessels. The most common cells were CD68+ macrophages, CD20+ B-cells and CD4+ T-cells. A significant linear correlation between CD4+ and CD20+ cells and the size of the inflamed area was also found. Our findings show chronic inflammation in all DL non-ulcerated lesions predominantly formed by macrophages, plasmacytes and T and B-cells. As the inflamed area expanded, the number of granulomas and extent of the vascular framework increased. Thus, we demonstrate that vessels may have an important role in the clinical evolution of DL lesions.