Análisis integral de las prácticas pedagógicas de un programa educativo en Colombia

There is no author summary for this article yet. Authors can add summaries to their articles on ScienceOpen to make them more accessible to a non-specialist audience.

Abstract

OBJETIVOS: Exponer parte de un estudio dirigido a evaluar los efectos e impacto de la educación y los procesos que los explican desde el punto de vista de los actores, en relación con la propuesta educativa, basada en el diálogo de saberes, del Programa de Crecimiento y Desarrollo implementado en la ciudad de Medellín, Colombia MATERIAL Y MÉTODOS: Se llevó a cabo una investigación evaluativa por medio de un estudio de casos múltiples RESULTADOS: Se encontró que los educadores de la salud, conocedores de la propuesta y comprometidos con ésta, terminan realizando prácticas pedagógicas que corresponden al modelo que se pretende transformar CONCLUSIONES: Para explicar estos resultados, se propone un modelo ecológico conformado por tres niveles: contexto, racionalidad y prácticas pedagógicas. Se identifica la transformación del educador como elemento central de la educación para la salud desde un paradigma diferente, y la complejidad de la misma.

Translated abstract

OBJECTIVE:To present a portion of a study aimed at evaluating the effects and impact of education and processes explained from the actors' point of view and relating to an educative proposal that is based on knowledge dialogues from the Growth and Development Program in the city of Medellín, Colombia MATERIAL AND METHODS: An evaluative, multiple case research study was carried out RESULTS: Among the study results is the finding that, even though health educators were familiar with and committed to the educative process, they applied pedagogical practices that were related to the pedagogical model they wanted to change. This constitutes the theme of this article CONCLUSIONS: These results are explained using an ecological model that contains three levels: context, rationality and pedagogical practices. The transformation of the educator is identified as a central element in health education based on a different paradigm, as well as the complexity of such transformation.

Related collections

Most cited references 38

Record: found
Abstract: not found
Article: not found

Historia de la medicalización

M FOUCAULT, M Foucault, Michel FOUCAULT … (1977)

0 comments Cited 59 times – based on 0 reviews      Review now

Bookmark

Record: found
Abstract: found
Article: not found

Health promotion and health education: advancing the concepts.

Ralph D. Whitehead (2004)

Health education and health promotion activities are a fundamental requirement for all health professionals. These two paradigms are closely related but are not inter-dependent. Despite this, it is known that many nurses confuse the terms and use them interchangeably. With this in mind, it is necessary to re-conceptualize the terms in an attempt to bring them to a current form of 'maturity'. The aim of the paper is to provide an up-to-date analysis of health promotion and health education that serves as a conceptual and operational foundation for clinicians and researchers. A concept analysis following the criterion-based methods described by Morse and her colleagues was applied to the terms health education and health promotion, using generic and nursing-related literature. The conceptual literature on health education is consistent between generic and nursing-related sources. On the contrary, earlier nursing literature on health promotion is now at odds with more recent socio-political and community action models of health promotion, in that it focuses on individualistic and behavioural forms of 'health promotion'. A significant proportion of later nursing-related literature, however, suggests a maturing of the concept that brings it further in line with a socio-political health promotion agenda. While the theoretical and conceptual literature surrounding health education has remained relatively constant and unchanged over the last decade or so, the same cannot be said for the health promotion literature. The evolving dominance of socio-political action in health promotion has overtaken individualistic and behaviourally-related forms. While the recent nursing literature addresses and acknowledges the place of socio-political activity as the mainstay of health promotion interventions, this is largely from a theoretical stance and is not applied in practice.