Decolonial bioethical reflections on corporeality in medical education

Abstract

This study proposes a decolonial bioethical reflection in medical education, going through the crossings
of the body as a place for a human, sensitive training with ethical commitments necessary for a more just
and supportive social transformation in Latin America. In a narrative review, three bioethical reflections
are proposed: on decoloniality, on corporeality and on medical training. The training of students in
medicine implies the construction of a repertoire of life experiences that can bridge the hegemonic
distance existing in the doctor-patient relationship promoted by the alleged Cartesian scientific neutrality,
which has in its deepest mechanisms elements of the coloniality of power and knowledge. Proposing
‘opening corporeities’ dialogues with a paradigm shift to another, whose relational corporeality is
focused on caring for the dynamic health needs of populations in their diversity, the ability to deal with
challenges and powers within the health system, from a bioethics perspective of intervention.