Educação popular em saúde no ensino de biologia: uma proposta de sequência didática fundamentada na pedagogia histórico-crítica

Abstract

Historically, in Brazil, practices aimed at disseminating knowledge for the adoption of individual and collective behaviors aimed at promoting health have been constructed through the economic ideology of perpetuating capital. In this sense, the emerging sectors of the population were educated in health through vertical and imposing practices, centered on professionals, without any real understanding of how these processes worked. From the 1970s onwards, Popular Health Education emerged as an alternative for democratizing this knowledge, so that the popular knowledge of the marginalized classes could be taken into account. Furthermore, a methodology based on Historical-Critical Pedagogy emerges as a pertinent theoretical contribution to the teaching-learning processes, by understanding education as immaterial work, seeking to investigate the socio-historical elements that permeate the institutionalization of the school and the ways to mitigate alienation in such processes. This work, therefore, aims to build a didactic sequence with the theme “Popular Education in Health”, which can be used by Science and Biology teachers, using the aforementioned methodology with a view to the contributions of literary and non-literary elements to the approach of scientific and technological knowledge. As a way of delimiting the theme, the main topics selected were approaches that permeate Women's Health and Menstrual Dignity, adopting the steps described with the Didactics of Historical-Critical Pedagogy, as being: Initial Social Practice, Problematization, Instrumentalization, Catharsis and Final Social Practice. This is a bibliographical, exploratory and applied study using a qualitative method of analysis. Although there was no pedagogical intervention with the didactic sequence, it is hoped that it will bring relevant contributions and reflections to the teachers of the disciplines mentioned. It is therefore concluded that Popular Health Education is compatible with promoting interdisciplinarity and intersectorality between the fields of Health and Education, as well as being an instrument capable of enabling the dialog of knowledge.