Most educational initiatives were not actively oriented toward health promotion, understood as the strengthening of autonomy and self-management of health processes, social engagement, and employment of dialogic teaching approaches. However, some progress has been made moving away from hegemonic models of education in primary health care.
Objective: to construct reflections on the health education device, considering the educational health practices developed in the Primary Health Care and in the nursing training.Method: this is a reflexive essay based on the concept of a device proposed by Deleuze.Results: we unraveled the lines of visibility and enunciation, the lines of force and the lines of subjectivity of the health education device, highlighting the real wills implied in the modes of subjectivation produced in this device. The lines of visibility and enunciation of the health education device are located in visible, discursive, hybrid and contradictory fields, which at times are built from a specific notion of health and education and at different times by another notion. In this device, subject-educator and subject-learner are objects of the lines of force; they recompose and are recomposed by modulations configured in the spheres of power and knowledge. The projects of each subject can predispose lines of fracture and lead to productions of subjectivities that leave the powers and knowledge of a device to reinvent themselves in another device. In order to predispose lines of fracture in the health education device, it is necessary to design training processes that allow nurses to take creative positions in their health education practices.Conclusion: this essay allowed us to expand the conceptual territories involved in educational practices in health and nursing education, opening the way to understand the subjectivation processes in health education.
DESCRIPTORS:Education in health. Primary health care. Nursing. Public health. Education in nursing.
DISPOSITIVO EDUCAÇÃO EM SAÚDE: REFLEXÕES SOBRE PRÁTICAS EDUCATIVAS NA ATENÇÃO PRIMÁRIA E FORMAÇÃO EM ENFERMAGEM RESUMOObjetivo: construir reflexões sobre o dispositivo educação em saúde, considerando as práticas educativas em saúde desenvolvidas na Atenção Primária à Saúde e a formação em enfermagem.Método: trata-se de um ensaio reflexivo que se ancora no conceito de dispositivo proposto por Deleuze.Resultados: desenredamos as linhas de visibilidade e de enunciação, as linhas de força e as linhas de subjetividade do dispositivo educação em saúde, destacando as vontades de verdade implicadas nos modos de subjetivação produzidos nesse dispositivo. As linhas de visibilidade e de enunciação do dispositivo educação em saúde instalam-se em campos visíveis, discursivos, híbridos e contraditórios, que em dados momentos se constroem a partir de uma noção específica de saúde e de educação e em momentos diferentes por outra. Nesse dispositivo, sujeito-educador e sujeito-educando são objetos das linhas de força; recompõem e são recompostos por modulações configuradas nas esferas do poder e do saber. Os projetos de cada sujeito podem predispor linhas de fratura e conduzir a produções de subjetividades que saem dos poderes e dos saberes de um dispositivo para se reinventar noutro. Para predispormos linhas de fratura no dispositivo educação em saúde, é necessário concebermos processos formativos qu...
O objetivo do artigo foi analisar os sentidos atribuídos pelos usuários de um centro de testagem ao aconselhamento na prevenção do HIV. Tomou-se como principal referencial teórico o processo de democratização dos discursos contextualizado por Fairclough e as tecnologias de poder disciplinar e de confissão trabalhadas por Foucault. A pesquisa foi realizada de novembro de 2005 a março de 2006, em um Centro de Testagem e Aconselhamento (CTA) de Minas Gerais, Brasil. Participaram do estudo 32 indivíduos. Utilizou-se a técnica de entrevista em profundidade e uma adaptação do método de análise de conteúdo privilegiando-se a modalidade temática. A significação do aconselhamento como "mal necessário" revelou uma prática ambivalente, de abordagem democrática e coercitiva. Essa ambigüidade, porém, não surgiu como algo problemático. A dificuldade esteve relacionada à construção de modelos de interação que não apenas privilegiem a simetria nas relações, mas que tenham como foco a participação do usuário como protagonista na prevenção do HIV.
there is a need for increased studies in partnership with the public health care service, and to expand discussions on the dynamics of power and resistance, which are the basis of the concept of gender.
Objective:To investigate the concept understood by Family Healthcare Strategy (ESF) professionals of knowledge, education and subjects participating in learning activities. Method: Qualitative study carried out with the ESF professionals with university degree, members of the healthcare staff who undertook educational health group activities at Basic Healthcare Units (UBS) in Belo Horizonte. The following triangulation techniques were used: participant observation, photos and field notes; interviews with professionals; and document analysis. Results: We identified three interaction patterns that are different from each other. Firstly, the professional questions, listens and provides information to users, trusting in the transmission of knowledge; secondly, the professional questions and listens, trusting that users can learn from each other; thirdly, the professional questions, listens, discusses and produces knowledge with users, both teaching and learning from each other. Conclusion: There are educational practices that include unique methods capable of creating a militant space for citizenship engagement.
By permitting that the adolescents take risks on new ways, the Game allows them to become creative and active in the production of senses, in the creation of their discourses and in the ways of thinking, feeling and acting in the sexuality field.
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