MENSTRUAL HEALTH EDUCATION IN THE TRAINING OF HEALTHCARE PROFESSIONALS: AN UNMET COMMITMENT TO GENDER EQUITY

Abstract

Objective: to reflect on the relevance of incorporating menstrual education into the university curriculum in the training of health professionals, especially in the field of Obstetrics and Childcare, from a human rights and gender equity perspective.

Design: theoretical reflection article.

Method: a narrative literature review was conducted of scientific literature, institutional documents, and national and international regulatory frameworks on menstrual health, higher education, and professional training, in the context of a doctoral thesis.

Results: the analysis shows that menstrual health continues to be addressed insufficiently and in a fragmented way in higher education, with a predominantly biological view that renders its psychosocial, cultural, and rights-based dimensions invisible. This omission limits the development of comprehensive professional competencies and perpetuates stigmas associated with menstruation.

Conclusion: based on the analysis, the development of educational programs that promote knowledge, attitudes, and appropriate practices in menstrual health is justified, moving towards a pedagogical transformation that incorporates this dimension as a structural component of the university curriculum, with a biopsychosocial, gender, and human rights approach, contributing to a more inclusive, critical, and equity-committed professional training.