Contributions to the Teaching of Health Education in the Initial Training of Biology teachers: Divergent Dialogues, Conceptions and Practices
The aim of this paper is to share the fundamentals underpinning the current training proposal for the “Health Education” subject, which is taught within the Biological Sciences Teacher Training course (UNRC). In particular, some teaching designs based on a thoughtful, holistic and participatory app...
Guardado en:
| Autores principales: | , , |
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Asociación de Docentes de Ciencias Biológicas de la Argentina
2016
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| Acceso en línea: | https://revistas.unc.edu.ar/index.php/revistaadbia/article/view/22531 |
| Aporte de: |
| Sumario: | The aim of this paper is to share the fundamentals underpinning the current training proposal for the “Health Education” subject, which is taught within the Biological Sciences Teacher Training course (UNRC). In particular, some teaching designs based on a thoughtful, holistic and participatory approach and which define the latest innovations will be described. They point to: 1) the explicitation and denaturalization of dominant reductionist conceptions of health and their questioning from a perspective of law that integrates physical, psychological and environmental aspects, and 2) addressing contextualized theoretical and educational developments on complex health issues that question the hegemonic school practices restricted to the transmission of biomedical information and the stimulation of changes in individual behavior. It is expected to strengthen a transformative perspective that allows students to project themselves as promoters of a comprehensive and participatory Health Education in different educational spaces. |
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