2026-09-182026-09-182025CORDEIRO, Herbert Paulino. Capacitação docente para a integração dos cuidados à saúde LGBTQIA+ no currículo médico. Orientador: Cléa Nazaré Carneiro Bichara. 2025. 228 f. Tese (Doutorado em Ensino em Saúde na Amazônia) - Centro de Ciências Biológicas e da Saúde, Universidade do Estado do Pará, 2025.https://portaldaposgraduacao.uepa.br/handle/riuepa/277AbertoEducação médicaMinorias sexuais e de gêneroTecnologia educacionalMedical educationSexual and gender minoritiesEducational technologyTeseCiências da SaúdeCiências Humanas::EducaçãoCiências Humanas::Educação::Ensino-Aprendizagem::Tecnologia EducacionalCiências da Saúde::Saúde Coletiva::Medicina PreventivaThis thesis presents a proposal for transforming medical education by addressing the inclusion of LGBTQIAPN+ topics in medical school curricula. Based on the recognition of the health disparities faced by this population, a faculty training process was developed with a focus on active methodologies and the critical transversal integration of sexual and gender diversity. The research was conducted through a qualitative and applied approach, structured in three main stages: the creation and validation of a questionnaire, field application, and the development of a pedagogical workshop, culminating in the production of an innovative educational resource. A narrative literature review was initially conducted to provide theoretical support for the questionnaire on LGBTQIAPN+ health. The instrument was then submitted to content validation by nine experts, reaching a Content Validity Index (CVI) higher than 0.85, confirming the quality of the material. The sample consisted of faculty, managers, and preceptors from a medical program at a private institution in Belém (PA), Brazil. The questionnaire was administered before and after a four-hour pedagogical workshop designed to raise awareness and critically train educators on the health needs of the LGBTQIAPN+ population. The results revealed significant gaps in faculty knowledge on the subject but also showed improvements after the intervention. Through McNemar’s test and descriptive analysis, relevant increases in the average correct responses were observed post-workshop. Qualitative feedback indicated greaterpreparedness to address the topic and acknowledged the importance of ongoing training. Over 70% of participants reported feeling more capable of addressing LGBTQIAPN+ health in their educational practices. The research resulted in various academic and technological products, including published scientific articles, an educational card game titled “Cards of Diversity,” a themed didactic book, and a Technological Report for the Implementation of LGBTQIAPN+ Health Education in Medical Courses. This final product consolidates institutional guidelines, normative foundations, program content, and proposals for active methodologies, aimed at adoption by health education managers. The conclusion underscores the urgency of systematically and transversally including LGBTQIAPN+ health in medical training, treating the subject as a mandatory and strategic component. It emphasizes that achieving health equity requires a critical, humanized, and rights-based teacher education. Only with properly trained educators will it be possible to form medical professionals capable of offering dignified, ethical, and inclusive care to all individuals, regardless of their gender identity or sexual orientation.PPG-ESA - Gestão e planejamento em ensino na saúde na Amazônia