This essay analyses the pedagogical disciplines taught throughout academic graduate programs in Medicine, according to the CAPES Book Index/2006. The disciplines have been categorized according to pedagogical trends described by Fusari (1988). 186 programs have been identified, excluding 10 whose data were not available and 4 which offer a professional master´s degree. 50 programs did not include pedagogical disciplines and in the remaining 122 (56,56%) indicate but one such discipline in the curriculum. Altogether 214 disciplines have been analyzed, 38,2% of which showed a predominant critical-reflexive trend, followed by traditional (24,7%) and technicist (22,5%) trends. Despite the predominance of the critical-reflexive approach, the significant presence of the traditional and technicist trends cannot by disregarded, as they contradict the recommendations of the National Curricular Guidelines for graduate courses in the field of health.