A garantia do direito à saúde e a seguridade social: entraves vivenciados pela população quilombola da faixa litorânea da Paraíba

The present study refers to an integrative review research on the actions and results that the Popular Health Education strategy has offered to populations in integration with proposals from the field of Health Promotion in Brazil. There was an online search in three databases: SUMÁRIOS.ORG, DOAJ, SCIELO. Listed descriptors: popular health education and health promotion. 22 studies were selected. The research presented three thematic categories for analysis: 'Active methodologies of the teaching and learning process in the construction of popular education actions in health'; 'Popular health education actions in conjunction with the National Health Promotion Policy (PNPS)'; ‘The strategy of popular health education in line with the 2030 Agenda and the Sustainable Development Goals’, generating the planning of proposals involving populations and communities, health professionals, the school context, and connections with the priority themes of the health promotion project and the PNPS. From the results it is concluded that the strategy of popular health education is an important action tool, as it promotes the empowerment of individuals and society, in addition to favoring the development of personal and collective skills. However, there are still challenges to be faced regarding the creation and expansion of innovative and educational practices in health.

This study aimed to analyze the contributions of Popular Education in Health for the elderly empowerment in the community context. It is characterized as a qualitative research, type action research, which were studied issues related to prevention and promotion of health of the elderly in the community setting, through the Popular Education in Health, among the Project activities extension “Popular Education and Health Care for the Family (PEPASF)”, the Federal University of Paraíba, in Jo?o Pessoa, PB, Brazil. The participants were 40 elderly (but here we used the answers of three of them), 90 students (but here we used the answers of three of them) of design and 3 professionals (here we used the answers of one physician and two community health workers), from local health services. The analysis showed the implication of experienced by the People’s Education care so to promote the health of the elderly in the empowerment perspective, promoting new attitudes in the face of situations of life. It was noticed that care so developed by PEPASF contributed to the promotion of the health of the elderly followed, encompassing the dimensions, social, physical and subjective, inherent in the human being. By valuing aspects of the subjectivity of the elderly, the project has expanded the prospects for comprehensive health promotion, demonstrating significant benefits to improve the quality of life of these people, opening new horizons for the search for autonomy and empowerment, as well as the transformation unjust and exclusionary social realities.

This narrative review aims to analyze the literature on Collective Health to recognize what has been discussed in Popular Health Education (PHE) from 2019 to 2022. Fifty-nine articles were selected, critically analyzed, and separated into six summary categories: popular education practices as promoters of a participatory vision of health; popular education and the valorization of local popular culture knowledge and practices; popular health education as a strategy to support social reconstruction in the face of setbacks in public policies; the importance of national articulation in popular education as a response to its devaluation; popular education as a liberating project thinking about the democratic formation and the fight against institutional and structural violence; popular education in the university health training process. We achieved significant results that elucidate the importance of PHE within the Unified Health System and the academic education of health professionals, fostering respect for ancestral knowledge and care horizontality. We also reaffirm the need for national articulation and dialogue with grassroots movements to advance Brazil's emancipatory and dignifying health agenda.

Popular Education in Health (PEH) is a field of knowledge and practices permeated by listening, dialogue, and action. With a set of national experiences and productions, it is a political-pedagogical movement that articulates forces from various social and popular segments, health workers, educators, and researchers in collective health, among other actors. Supported by authors such as Paulo Freire and Victor Valla, among others, PEH has been strengthened in the dimensions of training, participation, management, and health care. Despite the dismantling experienced today in the Brazilian public scene, the PEH Thematic Group (TG) of the Brazilian Association of Public Health (ABRASCO) has been helping to foster, design, and express the voicing of the construction and development of participatory educational and democratic processes in Brazil. This paper showcases the experiences and elaborations of the TG members through the report of the collegiate coordination center members of the last administrations, a period of changes in the political, social, economic, educational and health scenarios, including the influence of the current planetary crisis brought about by the effects of COVID-19, especially in the Brazilian society.

This narrative review aims to analyze the literature on Collective Health to recognize what has been discussed in Popular Health Education (PHE) from 2019 to 2022. Fifty-nine articles were selected, critically analyzed, and separated into six summary categories: popular education practices as promoters of a participatory vision of health; popular education and the valorization of local popular culture knowledge and practices; popular health education as a strategy to support social reconstruction in the face of setbacks in public policies; the importance of national articulation in popular education as a response to its devaluation; popular education as a liberating project thinking about the democratic formation and the fight against institutional and structural violence; popular education in the university health training process. We achieved significant results that elucidate the importance of PHE within the Unified Health System and the academic education of health professionals, fostering respect for ancestral knowledge and care horizontality. We also reaffirm the need for national articulation and dialogue with grassroots movements to advance Brazil’s emancipatory and dignifying health agenda.

This study evaluated health education, and particularly popular health education, as a methodological approach used in the Brazilian basic healthcare network and in the Family Health Strategy, a family health program of the Brazilian government. The literature on health education, educational practices in healthcare services, and popular health education was reviewed. We found that educational practices in healthcare services follow traditional methods and do not prioritize the establishment of links between healthcare workers and the population. To be consolidated as an educational practice, popular health education should be incorporated into the routine of health-care services. For this purpose, the preparation of healthcare workers should focus on actions to promote collective health and critical reflections on healthcare teaching and learning by all the individuals involved in these processes.

The main challenge for a sustainability transition is to scale up successful solutions. Upscaling requires coalitions of public, private, and civil society actors who align their motivations. Pathways to upscaling may involve leveraging a dominant player's market power, integrating successful initiatives into public policy, or reinforcing government-led change with private efforts. Various actors agree to collaborate to take advantage of their complementary capabilities, e.g., government policies facilitate private action, market incentives reward progressive actors while government sanctions punish laggards, actors take up different tasks of the policy cycle, and large players absorb and disseminate pioneer efforts. To achieve durable impacts, the upscaling of solutions to reach sustainability must continually maintain a balance of incentives among key actors. We identify general lessons for successful upscaling that provide insights on the importance of motivating actors, designing collaborations for lasting success, and incorporating concerns of developing countries.

The scope of this paper is to elicit reflection on therapy clowns in the realm of Popular Education in Health. It describes and analyzes interventions conducted between October 2020 and December 2021 between civil service workers and patients in the Sertão Central hinterlands. Therapy clowning paved the way as a potent technology for humanized care treatment by the resident nurse. As an intermediary between scientific and popular knowledge, in its scenopoetic approach, it dealt creatively and humorously with taboo subjects for community health, promoting a light-hearted interaction experience with its audience. The experience revealed some points about the scarcity of investment to make projects like this viable, thereby empowering the institutionalization of Popular Education in Health. For this reason, we advocate the implementation of training sessions and workshops on concepts, challenges, and potentialities in Popular Education in Health. Therapy clowning, as a proposed action, is a transformative technology that inspires a proactive approach in the community through knowledge, loving care, and art.

ABSTRACT: This study brings results from a qualitative research aiming to analyze the meaning of the training experience of Community Health Workers (ACSs, in Portuguese) in the Qualification Program in Popular Education in Health (EdPopSUS), one of the priority strategies of the Operative Plan of the National Policy of Popular Education for the Unified Health System, in Brazil. Data production occurred between 2018-2019 and included documentary analysis and semi-structured interviews with the ACSs and the health and EdPopSUS managers. The textual material produced was interpreted by content analysis, in light of the Popular Education theoretical framework. The results showed that EdPopSUS encouraged the ACSs' reflection, dialogue, and affection, enhancing their creativity and autonomy in an educational space of self-knowledge and interaction with their experienced world. ACSs' personal and professional experiences were valued, improving their communication with the team, the community, and the families, their listening skills, and their ability to conduct collective educational activities. The field trips and the conversation rounds were highlighted as potentialities of this training. Challenges were identified in implementing the principles of Popular Education in Primary Health Care. The experience analyzed strengthened ACSs' role as agents of change and popular educators. In this sense, Popular Education in Health was reinforced as a pedagogical-social practice, strengthening people, movements, teams, care practices, and the health system. The educational processes based on Popular Education are recommended for the permanent education of health teams.

This article reviews the Brazilian literature on popular health education, a theoretical area that includes a relevant group of the country's public health researchers and political activists. This was a qualitative, exploratory, analytical study. Based on a search in the SciELO database and books and book chapters, we systematized the academic output on popular health education in Brazil. The article discusses the historical process in which popular health education was constructed by various social movements. We further analyze the general characteristics of popular health education and its main agendas, the ways by which authors with this perspective view the educational work of health services for the population, and their critiques and disputes with the hegemonic approach to the organization of education and health care. Finally, we identify several additional contributions to popular health education's foundations and principles.

This article, derived from a qualitative research, presents the pedagogical organization of a Training and Improvement Course for Popular Health Educators in the Unified Health System (Sistema Único de Saúde - SUS), in order to verify, in this planning, the presence of the principles of the National Policy on Popular Education in Health (Política Nacional de Educação Popular em Saúde - PNEP-SUS). The PNEP-SUS is based on the theoretical and methodological conceptions of Popular Education inspired by the Critical Pedagogy and Paulo Freire’s work. The analysis carried out identified the following principles: Dialogue; Shared construction of knowledge; Lovingness; Problematization; Construction of the democratic and popular design; Non-hierarchical coexistence; and emancipation, which guided the planning of the didactic activities of the course. The study showed that the strategies of the Popular Education in Health, based on Freire’s work, can promote popular participation, participatory management, the exercise of social control and health care.

Popular education is a power against denialism, as it makes it possible to resume listening skills, strengthen social support networks, and favor dialogue. This article aims to present a participant research developed from a workshop with case studies, which was applied in a course at Universidade Federal Fluminense (UFF) with students of Biomedicine and Nutrition courses. The actions were based on popular health education, and promoted discussions on how to face scientific denialism. The case studies are articulated with a UFF extension project, which works with popular health education in Morro da Providência. The research has a qualitative approach, and the results were analyzed using Bardin's content analysis. The discussion about denialism was extensive, and although many declared it impossible to promote dialogue, they highlighted actions based on affection and communication. It was concluded that the activities paved the way for a dialogical construction of knowledge, but the students had difficulties in promoting dialogue, and this discussion was really challenging. It was intended to contribute to the training of these professionals, bringing them closer to popular education, in order to awaken a greater critical awareness of scientific denialism and the importance of having popular health as a professional principle.

A comprehensive examination of the European public sphere must consider Europeanization from below, of, and by civil society. As Jurgen Habermas argues, civil society has a key role to play in a democratic public sphere: civil society actors at the periphery of the formal political arena have the potential to bring new groups of citizens into the political debate and to highlight problems that may become central to the agenda (Habermas 1996c). If this potential were undermined, it would seriously exacerbate the democratic deficit in the European Union (EU) (Habermas 2006c). This chapter takes stock of the European public sphere with a focus on organized civil society and civil-society actors’ digital communication beyond the mass media. Earlier studies have found that civil society is weakly represented in the European public sphere, leading to concerns about the lack of broad public engagement or citizen-level political contention. When the capacity of the (national) mass media to employ Europeanized frames and attend to transnational issues or actors is analyzed, the picture that emerges is an issue-driven European sphere in which a few issues or claim makers may reach different national media using similar frames during common periods. However, there is little civil society in this picture: claims are overwhelmingly made by elites who communicate to largely passive audiences. For example, when the European financial crisis erupted in 2010, national papers across the EU were filled with similar pronouncements from various officials, including national leaders such as German Chancellor Angela Merkel and EU officials such as the head of the European Central Bank. Civil society tends to be sketched in terms of voters in Greece or demonstrators in Spain, with few concrete authoritative claims attached. Beyond demonstrations and elections, there is little in the way of media characterizations of broader public engagement with the crisis and other policy issues that cut across both EU and national-governance processes. The question is whether civil society engagement in European public spheres is weak in itself or whether it is simply not captured in these analyses of mass-media content. We suggest that part of the answer may be the latter possibility. To analyze civil society dimensions of European public spheres, it makes sense to look beyond the mass media to the increasingly common alternative forms of public communication that civil society actors utilize.

Structural competency is used to train health professionals on how social, political, and economic dynamics create conditions that negatively impact a population’s health. In the Global South, this approach has historical roots in social movements, popular education, social medicine, and human rights. In 1982, during a time of extreme poverty, inequality, and violence under the Chilean military dictatorship, Educación Popular en Salud (EPES), developed a programme for training community health promoters to address common illnesses and analyse the underlying causes of poor health. In 2010, EPES began using the same model to train international and Chilean health professionals. The approach advanced four competencies. Evaluations show that training contributes to transforming health professionals’ mindsets and leads them to question their practices. However, educating practitioners does not change the underlying structures that generate poor health. This article examines the intersection between EPES’ competencies and the structural competency framework, highlighting two major contributions of EPES to structural competency: a methodology that narrows the gap between a theoretical analysis of social determinants of health and implementing action plans; and organic long-term links with social movements that strengthen collective action in poor neighbourhoods to advance social justice.

Restricting NGOs: From Pushback to Accommodation