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Abstract

Volume 10, Number 1 of Trabalho, Educação e Saúde begins with Charles Herold Junior's essay Body at work and body for work: Perspectives in the Study of Corporeality and Education in Contemporary Capitalism. This title gives a clear indication of the concerns that guided the researcher. These are the relations between the world of work and corporeality. Marxism is the theoretical basis, and the text begins with a warning: changes in work make no less present the requirements that perpetrate on the body. Herold Junior leads us to question the contrast between the body's visibility in social life and the invisibility built around the body at work and the implications this has for studies in this area. It also shows that the historical formation of the body and the history of education can be thought of in a coordinate manner, emphasizing the distinction between manual and intellectual work as references relevant to consider the relationship between education and body in contemporary societies.The experience of teaching and producing knowledge in everyday life is the fundamental issue of the first three articles in this issue, which have Paulo Freire as their central point of reference. In the first, Continuing education with community health agents: A proposal for care of asthmatic children, by Maria Wanderleya de Lavor Coriolanus et al., the subject matter of the study is the connection between the active methods of teaching and issues that comprise the integral care of patients with asthma. The context is the training of community health workers, and the precepts of the continuing health education policy guide the experience around which the study was carried out. The goal is to produce an education that deviates from a technicist approach to the health issues and positions culture in a central dimension of training. The study combines components of qualitative and quantitative research.Irene Leonore Goldschmidt's The Theater of Augusto Boal and Vocational Education in Health proposes to blend elements of Freire's pedagogy with the polytechnic education concept in order to investigate the possibilities of incorporating Boal's theater as a teaching experience. The author's argument is underpinned by the involvement of these theories with a human training that opposes the technicism that is dominant in both professional education and in health. The polytechnic emphasis in the integration of work, science and culture provides fertile grounds for an approach with the theater of Boal. To this playwright, to educators identified with the Marxist polytechnic references, as well as to those who use Freire's pedagogy, human development requires critical awareness and a stance against the social forms of oppression, something that the theatrical experience helps put in action.The completeness-humanization binomial of care and production in health has been extensively studied, particularly in the hospital setting.