KNOWLEDGE DIALOGUE AS A HUMAN POSITION TOWARD “THE OTHER”: ONTOLOGICAL AND PEDAGOGICAL BACKGROUND FOR HEALTH EDUCATION

  • Miriam Bastidas Acevedo Universidad de Antioquia
  • Francy Nelly Pérez Becerra Universidad de Antioquia
  • Julio Nicolás Torres Ospina Universidad de Antioquia
  • Gloria Escobar Paucar Universidad de Antioquia
  • Adriana Arango Córdoba Universidad de Antioquia
  • Fernando Peñaranda Correa Universidad de Antioquia
Keywords: education, health education, human development, communication

Abstract

This article presents an alternative proposal to the traditional model, based in a “knowledge dialogue”. More than a pedagogical proposal, “knowledge dialogue” is a position based on respectful and democratic relations and practices, which recognizes the pupil as a subject, responsible of its own destiny, and human beings as not finished beings that construct themselves interacting with others and the world. “Knowledge dialogue” is a communicative process in which there is an interaction between two rationalities, scientific and daily knowledge, trying to understand each other. It implies the recognition of the “other” as someone different, with diverse knowledge and positions. It doesn’t deny that health education has an intention, directed to promote autonomy and liberty, so that each person can take the most appropriate decisions according to its own context and situation. It is a scene where different knowledge, truths, feelings and rationalities play, in the construction of consensus, but respecting disagreement. It is a meeting among human beings – pupil and teacher – where both construct and strengthen themselves. It is a dialogue in which both of them are transformed.

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Author Biographies

Miriam Bastidas Acevedo, Universidad de Antioquia
MD. Pediatra. Profesora Facultad de Medicina- Universidad de Antioquia.
Francy Nelly Pérez Becerra, Universidad de Antioquia
Enfermera - MD- Estudiante MSP. Facultad Nacional de Salud Pública-Universidad de Antioquia.
Julio Nicolás Torres Ospina, Universidad de Antioquia
MD. Pediatra. Profesor Facultad de Medicina- Universidad de Antioquia.
Gloria Escobar Paucar, Universidad de Antioquia
Odontóloga. Odontopediatra. MSP. Profesora Facultad de Odontología-Universidad de Antioquia.
Adriana Arango Córdoba, Universidad de Antioquia
MD. Pediatra. Profesora Facultad de Medicina. Universidad de Antioquia.
Fernando Peñaranda Correa, Universidad de Antioquia
MD. MSP. PhD. Profesor Facultad Nacional de Salud Pública- Universidad de Antioquia.
Published
2009-05-04
How to Cite
Bastidas Acevedo, M., Pérez Becerra, F. N., Torres Ospina, J. N., Escobar Paucar, G., Arango Córdoba, A., & Peñaranda Correa, F. (2009). KNOWLEDGE DIALOGUE AS A HUMAN POSITION TOWARD “THE OTHER”: ONTOLOGICAL AND PEDAGOGICAL BACKGROUND FOR HEALTH EDUCATION. Investigación Y Educación En Enfermería, 27(1). Retrieved from https://revistas.udea.edu.co/index.php/iee/article/view/2833
Section
REFLECTION ARTICLES / ARTÍCULO DE REFLEXION / ARTIGO DE REFLEXÃO