SciELO - Scientific Electronic Library Online

vol.16 issue42Family support from the perspective of patients in psychiatric rehospitalization: a qualitative studyComprehensive health care, construction and socialization of knowledge in the context of permanent education and actions of health professionals author indexsubject indexarticles search
Home Pagealphabetic serial listing  

Interface - Comunicação, Saúde, Educação

On-line version ISSN 1807-5762


GONZALEZ, Alberto Durán et al. Heidegger's phenomenology as a framework for health education studies. Interface (Botucatu) [online]. 2012, vol.16, n.42, pp.809-817.  Epub Aug 30, 2012. ISSN 1807-5762.

This essay reflects on the possibilities of Heidegger's phenomenology as a reference in the analysis of health education. In "Being and Time", Heidegger advocates the investigation of the meaning of the being, which is crucial for man's understanding of himself as a mortal being. Heidegger's ideas have caused transformations in the modern humanist conception and in education practice. The individual is always an actor as he/she exists, experimenting with him/herself within existence. The way of being that deprives of health, suffering, always comes along with a limitation of the possibility of living. Thus, Heidegger's phenomenology helps us question health education. We understand that man is always in co-presence, between substitutive preoccupation and liberating preoccupation. This path proves to be possible when different ways of being-professor and being-student are considered. Therefore, Heidegger's thought enables to deepen the teaching-learning that takes place in health education.

Keywords : Methodology; Education; Health-disease process; Phenomenology; Heidegger.

        · abstract in Portuguese | Spanish     · text in Portuguese     · Portuguese ( pdf )


Creative Commons License All the contents of this journal, except where otherwise noted, is licensed under a Creative Commons Attribution License