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[Health education: knowledge, social representation, and illness].

Authors
Type
Published Article
Journal
Cadernos de Saúde Pública
0102-311X
Publisher
SciELO
Publication Date
Volume
21
Issue
1
Pages
200–206
Identifiers
PMID: 15692653
Source
Medline

Abstract

This article discusses the theory and practice of health and education, beginning with the notion of the hegemony (in health education practice) of strategies linked to the notion that to grasp established knowledge always leads to the acquisition of new behaviors and practices. Five different axioms have oriented education and health practices, either juxtaposed or at different moments: (1) the notion of overcoming the determination of knowledge over practices; (2) the determination of representations over practices; (3) the analysis of representations within the traditional framework of right and wrong; (4) reciprocity between representations and practices; and (5) the importance of considering practices amenable to re-elaboration through representations, thus situating experience in understanding subjects' illness processes, as well as the way subjects culturally construct illness. The article highlights the need for a link between social representations and illness-as-experience in health education practices.

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