Abstract
We problematize and discuss relationships between health paradigms and the health education process. Specifically, we argue it is crucial to distinguish between health paradigms that support or not support (either directly or indirectly) health care vulnerabilities among underserved populations and damage health education. The disciplines that work with health education have significant importance for the improvement of health conceptions. Both social and biomedical paradigms influence health education in specific ways. A determinism condition—that is, an underlying health condition—does not prevent engagement in treatment and care in the same manner as a social determinant. When the determinism conditions are at the same level or overlap the determination conditions, the individual's barriers to care and vulnerability tends to increase.
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