Abstract
Reflect on the concepts that go through the history of people with disabilities, in the context of their rights, as the processes involving their education is an emerging theme. The objective of this work was to understand the conceptions about health of university professors based on the Bioecological Theory of Human development. This is an exploratory case study research with a mixed approach carried out with professors from a public university in the State of Rio Grande do Sul. The method of data collection was the interview and the self-administered questionnaire. 73 professors and 6 interview participants from different fields of knowledge, selected at random participated answering to the questionnaire. It was observed that the systems that constitute the organizational basis of the participants' lives were similar and that their life stories, their culture, the media and the relationships they establish at work are factors that influence their conceptions about health and about the relationship established with people with disabilities in Higher Education. The participants' conception of health, however, still runs through the biomedical model, but has been undergoing a progressive change. It is concluded that the conceptions about health are linked to life history, when then one starts to subjectivity. Combined with the contextual issues of a particular place, the concept of health has been progressively detaching itself from the concept of disease.
Highlights
Professional training to work with the diversity of students and situations that permeate Higher Education, which involve people with disabilities and aspects related to race, gender, religion, culture and color, in an inclusive perspective, have been discussed especially in the areas of Education and Health
The data show that most of the teachers who participated in the study are female and consider their health to be good (56%)
Professors declared to have studied in public schools (48%, 1.75 ± 0.81), most of them have a doctorate level (68%, 3.98 ± 0.72), have an average of 14, 95 (± 10.04) years of teaching in Higher Education, with 69% (1.31 ± 0.46) reported having academic experience with people with disabilities and 47% (1.53 ± 0.50) with people with special educational needs (SENs)
Summary
Professional training to work with the diversity of students and situations that permeate Higher Education, which involve people with disabilities and aspects related to race, gender, religion, culture and color, in an inclusive perspective, have been discussed especially in the areas of Education and Health. The current public policies are focused on a concept of health that goes beyond the disease, but that considers different factors involved in health conditions and individual perception of it, based on a biopsychosocial model, this apparent overcoming does not reproduce in the speeches This aspect has been already pointed out by Battistella 51), who observes that “[...] the view of health, understood as the absence of disease is widely spread in common sense, but it is not restricted to this dimension of knowledge [...]”, being reproduced in spaces that work with health policies This argument is reinforced by the study by Damiance, Tonete, and Daibem (2016), who observed, in the practice of health professors, a tendency to reproduce biomedical techniques in teaching practices, with a disconnection between theory and practice. This aspect demonstrates the need for research that can contribute to a change in conceptions about human health, in a progressive disconnection
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