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...

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Autores principales: Pastorino, Isabel Cecilia, Astudillo, Carola Soledad, Rivarosa, Alcira Susana
Formato: Artículo revista
Lenguaje:Español
Publicado: Asociación de Docentes de Ciencias Biológicas de la Argentina 2016
Acceso en línea:https://revistas.unc.edu.ar/index.php/revistaadbia/article/view/22531
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Revista de Educación en Biología de Universidad Nacional de Córdoba
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spelling I10-R313-article-225312023-08-08T18:25:40Z Contributions to the Teaching of Health Education in the Initial Training of Biology teachers: Divergent Dialogues, Conceptions and Practices Aportes para una didáctica de la Educación para la Salud en la formación inicial de profesores de Biología: diálogos divergentes, concepciones y prácticas. Pastorino, Isabel Cecilia Astudillo, Carola Soledad Rivarosa, Alcira Susana 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. En este trabajo compartiremos los fundamentos que sostienen la actual propuesta formativa de la asignatura “Educación para la salud”, dictada en el marco del Profesorado en Ciencias Biológicas (UNRC). En particular, se describirán algunos diseños didácticos que, fundados en un enfoque reflexivo, holístico y participativo, definen las innovaciones más recientes. Las mismas apuntan a: a) la explicitación y desnaturalización de concepciones dominantes reduccionistas de la salud y su interpelación desde una perspectiva de derecho que integra aspectos físicos, psicológicos y ambientales y b) el abordaje de desarrollos teóricos y didácticos contextualizados sobre problemáticas complejas de salud que cuestionan las prácticas escolares hegemónicas restringidas a la transmisión de información bio-médica y estimulación de cambios de comportamientos individuales. Se espera fortalecer una perspectiva transformadora que permita a los estudiantes proyectarse como promotores de una EpS integral y participativa en diferentes espacios educativos. Asociación de Docentes de Ciencias Biológicas de la Argentina 2016-06-23 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf image/png https://revistas.unc.edu.ar/index.php/revistaadbia/article/view/22531 10.59524/2344-9225.v19.n1.22531 Journal of Biology Education; Vol. 19 No. 1 (2016): Revista de Educación en Biología; (pp. 73-82) Revista de Educación en Biología; Vol. 19 Núm. 1 (2016): Revista de Educación en Biología; (pp. 73-82) 2344-9225 0329-5192 10.59524/2344.9225.v19.n1 spa https://revistas.unc.edu.ar/index.php/revistaadbia/article/view/22531/22150 https://revistas.unc.edu.ar/index.php/revistaadbia/article/view/22531/27179 Derechos de autor 2016 Isabel Cecilia Pastorino, Carola Soledad Astudillo, Alcira Susana Rivarosa https://creativecommons.org/licenses/by-nc-sa/4.0
institution Universidad Nacional de Córdoba
institution_str I-10
repository_str R-313
container_title_str Revista de Educación en Biología
language Español
format Artículo revista
author Pastorino, Isabel Cecilia
Astudillo, Carola Soledad
Rivarosa, Alcira Susana
spellingShingle Pastorino, Isabel Cecilia
Astudillo, Carola Soledad
Rivarosa, Alcira Susana
Contributions to the Teaching of Health Education in the Initial Training of Biology teachers: Divergent Dialogues, Conceptions and Practices
author_facet Pastorino, Isabel Cecilia
Astudillo, Carola Soledad
Rivarosa, Alcira Susana
author_sort Pastorino, Isabel Cecilia
title Contributions to the Teaching of Health Education in the Initial Training of Biology teachers: Divergent Dialogues, Conceptions and Practices
title_short Contributions to the Teaching of Health Education in the Initial Training of Biology teachers: Divergent Dialogues, Conceptions and Practices
title_full Contributions to the Teaching of Health Education in the Initial Training of Biology teachers: Divergent Dialogues, Conceptions and Practices
title_fullStr Contributions to the Teaching of Health Education in the Initial Training of Biology teachers: Divergent Dialogues, Conceptions and Practices
title_full_unstemmed Contributions to the Teaching of Health Education in the Initial Training of Biology teachers: Divergent Dialogues, Conceptions and Practices
title_sort contributions to the teaching of health education in the initial training of biology teachers: divergent dialogues, conceptions and practices
description 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.
publisher Asociación de Docentes de Ciencias Biológicas de la Argentina
publishDate 2016
url https://revistas.unc.edu.ar/index.php/revistaadbia/article/view/22531
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