Saúde indígena e formação profissional em saúde : Uma revisão integrativa da literatura

Abstract

Training in health care aimed at Indigenous populations represents an ongoing challenge for consolidating intercultural and equitable practices within the Brazilian Unified Health System (SUS). This study aimed to analyze how Indigenous health is incorporated into the academic training of health courses, identifying gaps, challenges, and perspectives for strengthening intercultural education. This is an integrative literature review, conducted according to the framework proposed by Whittemore and Knafl, with searches performed in SciELO, LILACS, BDENF, and PubMed/MEDLINE, complemented by the CAPES Portal and Google Scholar. A total of 20 articles published between 2019 and 2025 were included. Content analysis, based on Bardin, revealed four main axes: intercultural training and curricular inclusion; continuing education and collaborative practices; cultural safety and decolonization of educational processes; and challenges and perspectives. The results showed punctual advances in curriculum indigenization and the adoption of participatory methodologies; however, structural gaps and institutional resistance persist. It is concluded that health training still lacks effective integration between traditional and scientific knowledge, making it essential to strengthen public policies and pedagogical strategies that promote equity, cultural diversity, and the decolonization of health education in Brazil.