Heidegger's phenomenology as a framework for health education studies

Alberto Durán González Mara Lúcia Garanhani Maira Sayuri Sakay Bortoletto Marcio José de Almeida Regina Melchior Elisabete de Fátima Polo Almeida Nunes About the authors

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.

Methodology; Education; Health-disease process; Phenomenology; Heidegger

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