Introduction: Occupational therapy education should keep aligning its perspectives with a social framework, considering the various social markers of difference (SMD) that impact the everyday lives of individuals in an intersectional manner. This requires constant revision of degrees and fundamental principles of professional education.
Objectives: To evaluate how topics of gender, race/ethnicity, sexuality, and social class were addressed in Occupational Therapy bachelor`s education at Public Universities (PUs) in Brazil.
Methods: We conducted documentary research, investigating occupational therapy Political Pedagogical Projects and Curricular Structures, available online until August 2024. Data were analyzed based on social occupational therapy, education, and socio-anthropological postulates.
Results: 22 PUs were identified in Brazil, and 76% updated their curricula between 2015-2023. Fourteen universities addressed the theme in question, yet only 64% of disciplines/courses genuinely discussed the analyzed SMD and when concentrated in the mandatory curriculum, it happened between the 4th and 6th semesters. The data shows that students are systematically exposed to the topic only after the middle of their education. The institutions analyzed are mainly raising awareness about SMD and its intersections. However, the integration of this debate and its specific implications for occupational therapy in a transversal manner remains secondary.
Conclusion: The education of occupational therapists socially and culturally committed to addressing SMD and their intersections is urgent. It is through this that we will have professionals engaged in social transformation, recognizing, and confronting the mechanisms of oppression present in society that impact the everyday lives of individuals and groups.