THE PLACE OF THE SENSITIVE IN PERMANENT HEALTH EDUCATION: ABSENCE, CONTINUITY OR BREAKTHROUGH

Authors

  • Acácia Priscilla de Souza Lírio Universidade Federal de Sergipe - UFS

DOI:

https://doi.org/10.14571/cets.v9.n3.375-383

Abstract

This essay presents as an object of critical reflection the normalization of the sensitive by medical control, aiming the comprehension of how the Permanent Health in Education (PHE) offers a theoretical and methodological oriented referencial as a rupture to the normalization of nowadays. In order to conquer the goal, we use as guiding base of this reflection some books and texts: the text “Medicina, higiene e educação escolarâ€, by José G. Gondra (2000), which helps us think about the narrow relation between de appearance of the medicalhygienist speeches and brazilian education; other texts that show aspects of PHE by its direct relation with de theme, specially the text “Micropolítica e saúde: produção do cuidado, gestão e formaçãoâ€, by Laura Feuerwerker (2014); lastly, some texts of the historian and philosopher Michel Focault, specially “Microfísica do poder†(1984), as a guide of the discussion to deal with the power relations involved in the process of normalization of the sensitive in the brazilian societies. To do so, we inicially introduce how this normalization of the sensitive emerged already in the nineteenth century, coinciding with the process of consolidation and legitimation of western medical science and with the resignation of a Brazilian National State. Then, we pointed out the important role of education in the dissemination and consolidation of the medical ideals and lastly, we signaled the formation of the PHE as an alternative to vertical centralization of the medical standards, emerging as a proposal of descentralization of the knowledge of reference or of authority. By believing that the discussion brought in this essay does not end, we seek using it to understand the possibilities that the Permanent Education in Health offers for a rupture of the normalization and PHE’s limits, since these appear to the extent that it is captured by the disciplinary and control perspectives, or better, when it is institutionalized as a public policy in Brazil.

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Published

2016-12-19

Issue

Vol. 9 No. 3 (2016)

Section

Body, Technology, Education and Governance

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