About this paper

Appears in:
Pages: 3486-3490
Publication year: 2016
ISBN: 978-84-608-8860-4
ISSN: 2340-1117
doi: 10.21125/edulearn.2016.0177

Conference name: 8th International Conference on Education and New Learning Technologies
Dates: 4-6 July, 2016
Location: Barcelona, Spain

EXPANDING THE CONCEPT OF HEALTH EDUCATION AND STIMULATING PRACTICE IN GRADUATION BY CRITICAL-REFLEXIVE METHODOLOGY: EXPERIENCE REPORT

M.R. Rocha

Universidade Estadual Paulista "Julio de Mesquita filho" (BRAZIL)
Introduction:
The transmission of knowledge still dominates the educational practices. How to contribute to change this scenario? This report aims to extend the concept of health education of students and encourage the use of alternative methods in the community.

Methodology:
This story occurred with 28 undergraduate students of health courses: nursing, dentistry, physiotherapy, nutrition and biology through the Health Education course at a private institution. In class students elaborated interdisciplinary projects to perform in the community supported the concept that health education is not limited just to inform or change behavior but to prepare individuals for the exercise of full citizenship, so that they become able to fulfill their duties in order to obtain the common good and better quality of life for all and especially enable these actors become capable of transforming society as subjects of their own história¹. The difference is that the activities were planned from the community's needs and the results were discussed and presented in the classroom. Teacher uses constructivism in the classroom (questioning) ².

Results:
In the construction of the projects the students realize that they are proposing transmissive educational practices without considering the community's previous ideas. The concept of health education is emerging texts and group discussions. The teacher is supported by Vygotsky³ to the construction of knowledge. The understanding and broadening of the concept of Health Education will occur along the experiences and build together the projects that translate into booklets, games, meeting groups in the community. Discipline is recognized by 92% of the students as a differential of its course, as it enables better understanding of the community and build relationships. The practice in the community helps to reflect on the importance of dialogue built without authoritarianism and imposition of truths. Supported on the understanding that no one educates anyone and no one educates alone. People are educated each other mediated world¹, the university has a key role in this process.

References:
[1] Freire, P. Pedagogy of Autonomy: Knowledge necessary for educational practice. Sao Paulo: Paz e Terra. 1996
[2] Pelicioni, Maria Cecilia Focesi (Org). Education and Health Promotion: Theory and Practice. Sao Paulo: Santos, 2012
[3] Vygotsky, L.S. A formação social da mente. 2ªed.São Paulo:Martins Fontes, 1988. 168p.
@InProceedings{ROCHA2016EXP,
author = {Rocha, M.R.},
title = {EXPANDING THE CONCEPT OF HEALTH EDUCATION AND STIMULATING PRACTICE IN GRADUATION BY CRITICAL-REFLEXIVE METHODOLOGY: EXPERIENCE REPORT},
series = {8th International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN16 Proceedings},
isbn = {978-84-608-8860-4},
issn = {2340-1117},
doi = {10.21125/edulearn.2016.0177},
url = {http://dx.doi.org/10.21125/edulearn.2016.0177},
publisher = {IATED},
location = {Barcelona, Spain},
month = {4-6 July, 2016},
year = {2016},
pages = {3486-3490}}
TY - CONF
AU - M.R. Rocha
TI - EXPANDING THE CONCEPT OF HEALTH EDUCATION AND STIMULATING PRACTICE IN GRADUATION BY CRITICAL-REFLEXIVE METHODOLOGY: EXPERIENCE REPORT
SN - 978-84-608-8860-4/2340-1117
DO - 10.21125/edulearn.2016.0177
PY - 2016
Y1 - 4-6 July, 2016
CI - Barcelona, Spain
JO - 8th International Conference on Education and New Learning Technologies
JA - EDULEARN16 Proceedings
SP - 3486
EP - 3490
ER -
M.R. Rocha (2016) EXPANDING THE CONCEPT OF HEALTH EDUCATION AND STIMULATING PRACTICE IN GRADUATION BY CRITICAL-REFLEXIVE METHODOLOGY: EXPERIENCE REPORT, EDULEARN16 Proceedings, pp. 3486-3490.
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