<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1981-5271</journal-id>
<journal-title><![CDATA[Revista Brasileira de Educação Médica]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Bras. Educ. Med.]]></abbrev-journal-title>
<issn>1981-5271</issn>
<publisher>
<publisher-name><![CDATA[Associação Brasileira de Educação Médica]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-52712025000300212</article-id>
<article-id pub-id-type="doi">10.1590/1981-5271v49.3-2025.0077</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Decolonizando a formação médica: análise das Diretrizes Curriculares Nacionais de 2014]]></article-title>
<article-title xml:lang="en"><![CDATA[Decolonizing medical education: an analysis of the 2014 National Curriculum Guidelines]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vieira]]></surname>
<given-names><![CDATA[Lucas]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ribeiro]]></surname>
<given-names><![CDATA[Inauã Weirich]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Costa]]></surname>
<given-names><![CDATA[Etyany Lays Mariano da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliveira]]></surname>
<given-names><![CDATA[Ana Caroline de Moraes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sanches]]></surname>
<given-names><![CDATA[Leide da Conceição]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Faculdades Pequeno Príncipe Programa de Pós-Graduação em Ensino nas Ciências da Saúde ]]></institution>
<addr-line><![CDATA[Curitiba Paraná]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade do Vale do Taquari Programa de Pós-Graduação em Ensino ]]></institution>
<addr-line><![CDATA[Lajeado Rio Grande do Sul]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>49</volume>
<numero>3</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-52712025000300212&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-52712025000300212&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-52712025000300212&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO  Introdução: As Diretrizes Curriculares Nacionais (DCN) de 2014 para os cursos de Medicina representam a normatização na formação dos profissionais no Brasil. O documento prevê uma nova perspectiva na formação médica que alinhe os aspectos biológicos e determinantes sociais da saúde, juntamente com o processo de ensino.  Objetivo:  Este estudo propõe uma análise crítica das diretrizes sob a perspectiva da teoria decolonial, conforme discutida por autores como Quijano, Mignolo e Santos.  Método: Trata-se de uma análise documental crítica das DCN de 2014 para os cursos de Medicina, na perspectiva da teoria decolonial. A pesquisa adota uma abordagem qualitativa e interpretativa.  Resultado: Nessa análise, demonstra-se que, apesar das intenções de promover diversidade e inclusão, as DCN ainda necessitam ampliar o olhar, que vai para além da hegemonia de saberes eurocêntricos, o que possibilita trabalhar com epistemologias alternativas.  Conclusão: Assim, a decolonização do currículo médico visa transformar a formação dos profissionais de saúde, capacitando-os para atuar de maneira crítica e ética em uma sociedade marcada pela diversidade cultural. Por fim, o estudo conclui que, embora as DCN representem um progresso, necessitam de uma reformulação que entenda a realidade local e que não se fundamente em critérios eurocêntricos pautados em estruturas de poder que perpetuam a exclusão e a desigualdade na formação dos médicos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT  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.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Diretrizes Curriculares Nacionais]]></kwd>
<kwd lng="pt"><![CDATA[Educação Médica]]></kwd>
<kwd lng="pt"><![CDATA[Educação Decolonial]]></kwd>
<kwd lng="en"><![CDATA[National Curriculum Guidelines]]></kwd>
<kwd lng="en"><![CDATA[Medical Education]]></kwd>
<kwd lng="en"><![CDATA[Decolonial Education]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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