Introduction:

Social movements for Public Health Reform in Brazil have contributed toward the institutionalization of the health training process, to bring it in line with real public health needs, thus promoting inclusion, equality and an approach based on social accountability. With the onset of the Covid-19 pandemic this change has become even more important, as a new health priority has emerged. However, throughout the pandemic there has been an evident lack of professional preparation to provide comprehensive health care for people and communities who have historically been disregarded.

Objective:

Critically analyze the issues of diversities in relation to the National Curriculum Guidelines (DCNs) for the undergraduate medicine courses.

Development:

The critical and reflexive debate on Medical Education is developed from a perspective of diversity in three parts: 1: Comparative analysis of the DCNs from 2001 to 2014 in relation to the perspective of diversity; 2: How the issues of diversity can be critically questioned based on the 2014 DCNs; 3: The 2014 DCNs and what needs to be demonstrated in the search for diversity in medical education. Furthermore, the need for a connection between training and care was made explicit through the other public health policies, especially those related to marginalized groups.

Conclusion:

The Covid-19 pandemic has proven to be an opportunity for the media and society as a whole to recognize social inequalities in health care and the relevance of the Unified Health System (SUS), and to highlight the multiple indications that the pedagogical projects and curricular components of Medicine courses need updating and to commit to building an educational and health care proposal that values diversity and reduces inequalities in health.

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