Interculturalidade na formação médica: revisão integrativa sobre a atuação de estudantes de medicina no atendimento a populações indígenas e não indígenas na Atenção Primária à Saúde

Abstract

Contemporary medical education in Brazil faces the challenge of preparing professionals capable of working in highly diverse sociocultural contexts, especially within Primary Health Care (PHC). This study aimed to analyze, through an integrative literature review, the role of medical students in Family Health Units (FHUs) when providing care to both Indigenous and non-Indigenous populations, with a focus on the development of intercultural competencies. The research was carried out in national and international databases, using descriptors related to medical training, Indigenous health, interculturality, and PHC. The results revealed that regulatory frameworks, such as the National Policy for Indigenous Health Care and the National Curriculum Guidelines, as well as institutional initiatives and extension programs, encourage field experiences that sensitize students and foster respect for traditional knowledge. However, practices remain punctual, heterogeneous, and rarely integrated transversally into curricula. International evidence highlights the need for structural reforms, academic support for Indigenous students, and specific methodologies for intercultural communication. It is concluded that interculturality must be addressed as a core component of medical education, contributing to the reduction of health inequities and the consolidation of an inclusive and equitable PHC system.