Dialogic Model in Health Education as a Tool for Quality Educational Action

Dialogic Model in Health Education as a Tool for Quality Educational Action


University of Science Hhealt of Alagoas UNCISAL of Alagoas (UNCISAL)

Research Journal of Pharmacology and Pharmacy-2d Code

The dialogic model of health education advocates the construction of the guided knowledge in the dialog, where the audience participates in this construction in a reflective and critical manner in order to ensure awareness and transformation to improve their lives¹. In this model individuals are the same, even if they have distinct roles and realities, all of which must be considered to deal with knowledge continuity². Therefore, the goal is to report the academic experience and consequently show the applicability of this type of model in health education action about healthy eating. The experience of a health education practical class is described. The class focused on the importance of healthy eating to childhood growth and development. It is part a specific course that is part of the curriculum from the nursing program at the Universidade Estadual de Ciências da Saúde of Alagoas that took place on December 5th 2015 in a public school in Maceió-AL. Materials like cardboard, paper, and color pencils were brought to allow the children to make their own resources, specifically menus aimed at their reality and environment. An observational and participatory methodology was employed in the current study. The knowledge was conveyed according to the children’s own knowledge as well as their habits. Their interaction and participation on knowledge building was clear and made the experience similarly productive to the educators. This allowed the educators to learn about the community’ reality and facilitated the communication of information related to the theme discussed. The activity was conducted through the dialogic method of health education where dynamic exercises were used to determine what food products were available in the community. Next, students were asked to develop menus based on their own eating habits focusing on what they considered healthy. Lastly, students were asked to present their menus to one another with the educators interrupting to share their knowledge when necessary. Therefore, it is clear that the dialogic model refers to a knowledge transmission style that takes an active role in the audience’s learning process. This leads to a more efficient and higher quality health education for the population.

Keywords: health education; qualityof life; eating habits.

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