Letramentos acadêmicos na educação médica: um estudo a partir do currículo do curso de Medicina da Universidade Federal da Bahia

Abstract

This study examines academic literacy in medical education. It is based on the analysis of the National Curriculum Guidelines (DCNs) and the Pedagogical Course Project (PPC), focusing on the Medical Program at the Federal University of Bahia (UFBA). There is a gap in literature, considering that the existing researches do not investigate how this orientation is materialized in the PPC, limiting the understanding of how institutionally proposed conceptions of literacy are incorporated into the documents that guide the formative process. In this context, this qualitative and documentary research analyzes the conceptions of academic literacy present in the PPC and in 64 teaching–learning plans from UFBA School of Medicine (FMB/UFBA), based upon the New Literacy Studies. The corpus included the DCNs, the PPC (2022), and teaching plans from the 2024.2 and 2025.1 academic periods. The analysis showed that a literacy-based approach is adopted in both the DCNs and the PPC. The ideological conception of literacy is implicitly present in these documents, although elements of the autonomous conception are still preserved. The comparison between the PPC and the teaching plans revealed little internal coherence among syllabus, objectives, methodology, and assessment. The syllabi predominantly reflected the autonomous conception, while the objectives were divided between the autonomous conception and the autonomous conception with ideological traits, with the ideological conception appearing less frequently. Regarding methodologies, the ideological conception, the autonomous conception with ideological traits, and the ideological conception with autonomous traits were the most common, along with a significant absence of methodological information. Overall, the findings indicate partial alignment with the PPC and reveal inconsistencies between institutional orientations and curricular documentation, highlighting the need for greater coherence to strengthen a critical literacy perspective in medical training.