Health Education, Communication and Educational Community

Code:

DE232

Acronym:

ESCCE

Keywords
Classification	Keyword
CNAEF	Social Studies/Public Policies / Educational Sciences

Instance: 2019/2020 - 1S (since 16-09-2019 to 20-12-2019)

Active?	Yes
Responsible unit:	Education Sciences
Course/CS Responsible:	Master Degree in Educational Sciences

Cycles of Study/Courses

Acronym	No. of Students	Study Plan	Curricular Years	Credits UCN	Credits ECTS	Contact hours	Total Time
MCED	8	Official Curricular Structure	1	-	6	49	162

Teaching language

Suitable for English-speaking students

Objectives

x

Learning outcomes and competences

x

Working method

Presencial

Pre-requirements (prior knowledge) and co-requirements (common knowledge)

In the context of the Master's Degree in Education Sciences School, Community and Democracy - Health Education, this Specific Curricular Unit/Course 2 - provides a reflection on the contribution of the educational community to the well-being and health in its various aspects and conceptions. The right to health and well-being emerges as a condition related with individual, collective, social and political rights that communities must promote and develop. The role of school in the community as well as the school as a community is focused, emphasizing the communicative conditions of and in the school that promote both well-being and health of those who live in and live with it. For this purpose, themes and experiences associated with different levels of the ecological system in which individuals and groups are included are explored in this CU. It is organized in two articulated parts that focuses on different aspects inherent to the concerns about the processes of Health Education: one starting from school and education, (re)viewing pedagogy and professionalism considering health and well-being rights; another starting from the field of health in its approaches to education and school projects and citizen training as well.

 

Aims

This course/curricular unit aims to:

.identify communicative conditions of and on school that promote the well-being and health of those who live it;

.describe themes and experiences relevant to the different levels of the ecological system in which individuals and groups are included;

.discuss about pedagogical, professional and formative conditions that promote well-being and health at school;

.acquire knowledge in the field of Health Education;

.explore health promotion and education strategies;

.problematize the challenges of health promotion in its relationship with communication and power;

.promote conditions to reflect critically on the potentialities and risks inherent to health promotion in educational contexts.

 

Learning outcomes

In terms of learning outcomes, it is expected that this course/curricular unit will allow to:

.intervene and advise in educational and health contexts promoting the conditions of encouraging communication in terms of well-being and relational health;

.investigate and evaluate communication conditions that might improve well-being and relational health at school;

.think and operationalize strategies of Health Education;

.recognize conceptual tensions (awareness/intervention, individual/collective, rights/needs,...) that are nuclear to the discussion/analysis of Health Education;

.work in multidisciplinary teams on different topics of Health Education;

.critically analyze Health Education projects and/or initiatives, considering their effects from social, educational, cultural, economic points of view.

Program

I HEALTH EDUCATION: PARADIGMS, TERRITORIES AND PRACTICES

1. The Social Construction of Health and Health Education


2. Paradigmatic tensions in Health Education

- from sensitivity to intervention - models and practices

- needs and rights

- visibility and vulnerability challenges in Health Education

 
3. Education for Health as a field of intervention has been

- borders and territories of action in health

- expert and professional

- relationships, communication and power in health sphere

- agents, contexts and collaborative work

 

4. The design of Health Education strategies as forms of community participation

- citizenship and health promotion

- health promotion beyond intervention on the disease

- from both individualizing and collectivising approaches to biological citizenship

- Health Education: between research and practice

- examples of Health Education tools and projects

 

II SCHOOL COMMUNICATION AND HEALTH

1.The school's place in the construction of democracy

- a brief history of the school and its social and political projects

- education and democracy: the place of communities and communication


2. School community, educational community and communication

- educational community’s responsibilities

- structures and dynamics of the school community

- poverty and inequalities as challenges

- partnerships and multidisciplinary work


3. School relations and health promotion

- the social image of the school and the professional satisfaction of teachers

- leadership/recognition and mobilization

- departments and working groups: complementarity or competition?

- group and interpersonal relationships: professionalism and personalities

- Pedagogical relationship: dimensions of self-regulation in individual and group pedagogical relationship


4. Key issues in health education in school settings

Program

x

Mandatory literature

Dewey John; Democracy and education, 1916. ISBN: 0-8093-1259-X
Amélia Lopes; Mal-estar docente
Amélia Lopes; Motivação e mal-estar docente
Amélia Lopes (Org); Formação inicial de professores e de enfermeiros, Mais Leituras, 2013
Jourdan, Didier ; Health education in schools. The challenge of teacher training Saint-Denis: Inpes., INPES, 2011
CARAPINHEIRO, Graça (Org.) ; . Sociologia da Saúde. Estudos e Perspectivas. , Coimbra: Pé de Página., 2006

Teaching methods and learning activities

x

Evaluation Type

Distributed evaluation without final exam

Assessment Components

designation	Weight (%)
Participação presencial	10,00
Trabalho de campo	15,00
Trabalho escrito	60,00
Apresentação/discussão de um trabalho científico	15,00
Total:	100,00

Amount of time allocated to each course unit

designation	Time (hours)
Apresentação/discussão de um trabalho científico	10,00
Estudo autónomo	50,00
Frequência das aulas	49,00
Trabalho de campo	30,00
Trabalho escrito	30,00
Total:	169,00

Eligibility for exams

Evaluation

The evaluation includes:

- a written reflection based on (i) contents and texts explored during the lessons and (ii) an interview with a professional involved in an intervention project in the field of Health Education;

- the analysis of a Health Education journal paper with relevant theme for the topics explored in the classes.

Calculation formula of final grade

x

Examinations or Special Assignments

Not available

Internship work/project

Not available

Special assessment (TE, DA, ...)

Alternative evaluation needs to be negotiated directly with lectures during the first two weeks.

Classification improvement

As established by FPCEUP's regulation.

Observations

x