Intersectional and decolonial medical education: strategies for the Curriculum in the Unified Health System.

This critical essay aims to present an intersectional and decolonial analysis of the 2014 National Curricular Guidelines for Undergraduate Medical Education in Brazil, based on the theoretical propositions of researcher Carla Akotirene. Her contributions provide essential insights for rethinking medical education, emphasizing the value of equity and diversity. This study employs Critical Discourse Analysis and Thematic Analysis, identifying gaps related to the intersectionality of gender, race, and social class within the Guidelines and proposing pedagogical strategies to integrate these dimensions into medical education. It highlights that the foundational orientations for organizing and guiding actions, policies, or decisions in Brazil's medical curriculum require a thorough critical review of issues, such as xenophobia, neoliberalism, patriarchal oppression, racial discrimination, epistemicide, and the subjective rewards of whiteness. The essay concludes that adopting a decolonial approach can strengthen the humanization of healthcare, fostering practices aligned with the principles of Brazil's Unified Health System.