Understanding health to care for life: pedagogical hints that undiscipline the science–knowledge relationship to transform learning
Comprender la salud para atender la vida: insinuaciones pedagógicas que indisciplinan la relación ciencia–saber para transformar los aprendizajes
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This reflextion explores the need to rethink health education and research from holistic and multivalent perspectives, challenging the disease-centered paradigm. It argues for an expanded understanding of health that includes, but is not limited to, the negation of disease, promoting a more integrative and holistic approach that recognizes the complexity of living systems. The importance of breaking disciplinary fences and adopting non-classical logical tools to address the inherent complexity of life is discussed. Through the pedagogical insinuation that undisciplines the science-knowledge relationship, it is proposed to transform learning towards an understanding of health that comprehensively addresses life, highlighting traits such as optimism, spontaneity, joy and wisdom. This analysis challenges established disciplinary boundaries, proposing new perspectives that overcome reductionist conceptions of the human body and promote an education in health sciences that prepares professionals to address the challenges of a practice centered on life in its totality.
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