Pedagogical knowledge as a practice in disease prevention and health promotion within the scope of SUS

Abstract

Since the creation of the Sistema Único de Saúde (SUS), the health care model has prioritized health promotion, including actions of education for self-care. Therefore, a community will be healthier the more it assimilates the knowledge regarding its health. Thus, this research aims to analyze the pedagogical knowledge required by primary health care professionals in the development of educational activities that promote user autonomy and protagonism in primary care, ensuring a conscious self-care in disease prevention and empowerment of individuals involved in health-disease processes. Methodologically, this study is developed as a qualitative research of interpretativist basis and bibliographic/documentary bias, by taking as support documents from the Ministry of Health (BRASIL, 2010, 2012) and Law No. 8.080/1990. Thus, it is understood that, through the Principles and Guidelines of SUS, the policies and laws governing this system highlight the importance of educational activities in the protection and prevention of health problems. Added to the technical perspective, it was dialogued with the notion of the act of educating in health, for this it was used interrelations with Libâneo (2011), Luckesi (2011), Vasconcelos (2009), Gramsci (1995), among others. In summary, it is understood for this research that educational practices, grounded in pedagogical knowledge, are important in the development of collective actions that promote learning in health and prevent diseases. To train health educators requires reflection on theoretical and methodological processes supported by historically built pedagogical evidence.