Health education and its interfaces: between an antidialogical construction and a liberating pedagogy
entre una construcción antidialógica y una pedagogía liberadora
DOI:
https://doi.org/10.55892/jrg.v8i18.2085Keywords:
Health Education, Teaching, Integrality in Health, Humanization of AssistanceAbstract
Introduction: Given the constant dehumanization and ineffectiveness of health education practices, the need to address these aspects from the point of view of dialogicity is identified, allowing for a horizontal communicative process and the real construction of knowledge. Objective: to discuss the sociohistorical formation of antidialogicity in the health education process, comparing its aspects with the pedagogical propositions of Paulo Freire's liberating education. Method: this is a reflective theoretical essay, which was based on the conceptions about the construction and impact of the biomedical paradigm on health, added to Paulo Freire's pedagogical understandings and recent literary production that approximates these concepts in the empirical practices of health education. Results and Discussion: The essay was organized around three thematic axes, which analyzed the contours of banking education based on its sociohistorical construction and its current manifestations. To this end, a counterpoint to this construction was promoted through a reflective and interpretative process, analyzing the intersection of this panorama with the theorization constructed by Paulo Freire. Final Considerations: Aspects that can be adopted in the professional-patient relationship were identified in order to generate a context of multiple learnings, open to the knowledge of both participants, resulting in an educational process focused on the construction of knowledge in the face of a tendency to maintain oppression through authoritarian and welfare practices, in order to make patients' independence and autonomy effective.
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