Populações (in)visibilizadas e a escola médica: perfil de estudantes de medicina em uma instituição pública

Abstract

The Brazilian educational profile has been transforming over the years, leading to a redefinition of what it means to “be” a university student in Brazil. In this context, it becomes increasingly necessary to understand these changes and adapt university curricula to include themes related to cultural diversity, in order to foster respect and awareness regarding the needs of specific populations. This study aimed to identify the profile of medical students at UFSCar, with special attention to those who self-declared as belonging to (in)visible populations. In addition to presenting the student profile of this medical school and comparing it with the national scenario, the research also discussed the importance of individual, collective, and institutional strategies to ensure permanence of these groups. (In)visible populations were defined as Black students; LGBTQIAPN+; Indigenous peoples; immigrants; refugees; and students with disabilities. The term “(in)visible” highlights the contradiction between the historical-cultural erasure faced by these groups, rendering them invisible, and the negative social stigmatization imposed upon them, making them hyper-visible. The study adopted a quantitative, exploratory, and descriptive design, using an online questionnaire to map the profile of medical students at the institution. Data were collected between April and December 2024, across eleven in-person meetings. Results indicated that the general profile of students at UFSCar is similar to the national profile: white, female, young adults, heterosexual, without disabilities, mostly from private schools and the Southeast region, with or without scholarships, and generally not benefiting from financial aid during the course. Additionally, the study revealed the presence of students from vulnerable groups. These findings reinforce the role of public universities as agents of social transformation and reduction of historical inequalities in access to higher education. Therefore, the adoption of retention strategies and support policies is essential to ensure the academic and personal development of (in)visible populations, promoting equity and expanding diversity in medical education.