Introduction:

The 2014 National Curriculum Guidelines (NCG) for medical courses regulate medical education in Brazil and introduce a perspective that integrates the biological aspects and social determinants of health into the teaching process.

Objective:

This study aimed to critically analyze the NCG from the perspective of decolonial theory, as discussed by Quijano, Mignolo, and Santos.

Method:

A critical documentary analysis, conducted using a qualitative and interpretative approach, examined the 2014 NGC for medical courses from a decolonial theory perspective.

Results:

Although the NCG seeks to promote diversity and inclusion, it remains limited by a predominantly Eurocentric epistemological knowledge and may allow alternative epistemologies.

Conclusion:

The decolonization of medical education aims to transform the education of health professionals, enabling them to engage critically and ethically within a society marked by cultural diversity. While the NCG represents a relevant progress, a comprehensive revision is needed to reflect local realities and reduce the dependence on Eurocentric knowledge rooted in power structures that perpetuate exclusion and inequality in medical education.

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