About this paper

Appears in:
Pages: 2212-2220
Publication year: 2010
ISBN: 978-84-613-9386-2
ISSN: 2340-1117

Conference name: 2nd International Conference on Education and New Learning Technologies
Dates: 5-7 July, 2010
Location: Barcelona, Spain

ECO-PEDAGOGY FOR INTEGRAL HEALTH: A PEDAGOGICAL PRACTICE IN THE UNIVERSITY

V.L. Silva

FURB - Universidade Regional de Blumenau (BRAZIL)
We present this work as a result of pedagogical practice in Higher Education, with undergraduates from the areas of Health, Education, in the majors of Biological Sciences, Physical Education, Licentiate Chemistry Degree, Pedagogy, Nursing and Physiotherapy at Universidade Regional de Blumenau-SC-Brazil, since 1997. This practice has as its main goal providing a learning environment in which the student is led into contact with the fundaments of Learning to How to Acquire Knowledge, to Do, to Be and to Live for the promotion of Integral Health in learning environments, from the Eco-pedagogy approach. In this approach Integral Health is conceived as dynamic movement in search of balance between the aspects of the Being: physical, mental, social, environmental and cultural. Comprehended as the various dimensions of the process of learning, such as: Learning How to Acquire Knowledge (learn theoretical knowledge related to the conceptual contents of the areas of knowledge), Learning How to Do (skills developed to promote integral health), Learning How to Be (attitudes to be put into practice for the integral health) and Learn How to Live Together (promoting integral health from our relations with the group). From this perspective, experiment shows that students have achieved, most of them, the proposed objective. This was possible to be verified during the classes of the academic term that were based on transdisciplinar activities proposed by the students and the professor of the discipline, such as individual and group experiences, seminars, study groups, simulated classes, building portfolios, supervised practicum classes, performing research papers and publication of results in scientific events. That became clear due to the fact that undergraduates perceived themselves as agents of change in the learning environments where they act as educators and as health professionals. In this way, it was also noticed also a fulfillment link between what students learns and lives in their initial training and the needs of his professional practice to establish a healthy environment and more devoted attitudes to the promotion of Integral Health, a sustainable perspective of human relationships with Humans themselves, with other Human Beings and with the Environment in where they live. This proposal can provide to the initial training of these undergraduates experiential learning situations, providing self-references, aiming to give a sense of integration about the different types of knowledge and an education that derives from the needs and expectations of the being itself and community in which they acts and live. Thus, it was verified that this experience contributed to pedagogical frame of references for the promotion of learning environments that provide ways to develop the integral health of their students.

@InProceedings{SILVA2010ECO,
author = {Silva, V.L.},
title = {ECO-PEDAGOGY FOR INTEGRAL HEALTH: A PEDAGOGICAL PRACTICE IN THE UNIVERSITY},
series = {2nd International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN10 Proceedings},
isbn = {978-84-613-9386-2},
issn = {2340-1117},
publisher = {IATED},
location = {Barcelona, Spain},
month = {5-7 July, 2010},
year = {2010},
pages = {2212-2220}}
TY - CONF
AU - V.L. Silva
TI - ECO-PEDAGOGY FOR INTEGRAL HEALTH: A PEDAGOGICAL PRACTICE IN THE UNIVERSITY
SN - 978-84-613-9386-2/2340-1117
PY - 2010
Y1 - 5-7 July, 2010
CI - Barcelona, Spain
JO - 2nd International Conference on Education and New Learning Technologies
JA - EDULEARN10 Proceedings
SP - 2212
EP - 2220
ER -
V.L. Silva (2010) ECO-PEDAGOGY FOR INTEGRAL HEALTH: A PEDAGOGICAL PRACTICE IN THE UNIVERSITY, EDULEARN10 Proceedings, pp. 2212-2220.
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