iMedPub Journals

International Archives of Medicine

http://journals.imed.pub

Section: Primary Care

ISSN: 1755-7682

2015
Vol. 8 No. 27
doi: 10.3823/1626

Health Education For Seniors: An Analysis In Light

Of Paulo Freires Perspective
Original

Italla Maria Pinheiro Bezerra1,2, Sabrina Alaide Amorim Alves3,

Maria de Ftima Antero Sousa Machado4, Fabola Zioni5,
Jennifer Yohanna Ferreira de Lima Anto6, Ana Aline Andrade Martins6,
Teresa Maria Siqueira Nascimento Arrais7, Shayane Bezerra dos Santos8,
Aretha Feitosa de Araujo9, Hermes Melo Teixeira Batista1, Vitor Engracia Valenti10,
Luiz Carlos de Abreu1,5

Abstract
Background: The ageing population is one of the hardest challenges
for current public health. However, for proper attention to the elders,
the development of reachable social and health policies consistent
with the real needs of this population is essential. Thus, this research
aimed to analyse the perceptions of nurses about health education for
the elderly, drawing upon the conceptions of Paulo Freire.

Method: This descriptive study utilised a qualitative approach conducted in the city of Juazeiro do Norte, Cear, Brazil within the Unidades de Sade da Famlia - USF (Family Health Units). Eighteen nurses
participated in this study. A semi-structured interview was used for
gathering data that was analysed according to content. The analysis
of the obtained data began with the conception by Paulo Freire and
from some relevant articles related to the topic.

Results: Considering the concept of health as a tool to develop

people, in this sense some professionals associated health education as being focused on knowledge exchange, behaviour changes,
and decision making in health, matching the Freirean ideology of
questionable methodology. However, some professionals had a different understanding of health education, focusing on the concept of
health, grounded in the absence of a disease, thus characterising a
learning bank methodology as they resorted to vertical transmission
of knowledge. However, the educational actions performed by those professionals envisioning healthy ageing were directed from the
identification of prevalent diseases within the community.

Under License of Creative Commons Attribution 3.0 License

1 Laboratory of Design and Scientific Writing.

Community Health Department, Faculdade
de Medicina do ABC, 821 Prncipe de Gales
Avenue, 09060-650. Santo Andr, SP, Brazil.
2Professor at College of the North Juazeiro FJN and at Universida de Regional do Cariri
- URCA.
3Student from College of the North Juazeiro
- FJN. 1224 So Francisco Street - So
Miguel, North Juazeiro, Cear, Brazil.
4Nurse. Doctor on Nursing; Professor at
Universidade Regional do Cariri -URCA;
Leader of the Group research in public
health- GRUPESC/URCA. 1161 Cel. Antonio
Luis Street, Pimenta area, Crato, Cear,
Brazil.
5Department of Maternal and Child Health
-Faculda de de Sade Pblica- So Paulo,
Brazil.
6Nurse. Bachelor Degree on College of the
North Juazeiro -FJN. 1224 So Francisco
Street- So Miguel, North Juazeiro, Cear,
Brazil.
7Nurse. Bachelor Degree on Universida
de Regional do Cariri -URCA. 1161 Cel.
Antonio Luis Street, Piof menta area, Crato,
Cear, Brazil.
8Professor at College of the North Juazeiro FJN. 1224, So Francisco Street So Miguel,
North Juazeiro, Cear, Brazil.
9Health School Tchnological Extension
Sponsored Researcher.
10Professor at the Department of Speech
and Hearing Pathology at FFC-UNESP/
Marlia. So Paulo.

This article is available at: www.intarchmed.com and www.medbrary.com

International Archives of Medicine

Section: Primary Care

ISSN: 1755-7682

2015
Vol. 8 No. 27
doi: 10.3823/1626

Conclusion: Health education is the instrument that enables change

in behaviour and decision-making in health care for the users, but
it should be planned in an ongoing manner, considering the needs
of the population, using methodologies that promote dialogue -an
essential element for establishing the necessary link for conducting
practical aspects given the perspective of health promotion.
Keywords
Health Education. Seniors health. Health Promotion

Introduction
The ageing population is one of the hardest challenges for current public health, especially in developing countries where this phenomenon occurs with
great social inequality. Demographic transition is the
main factor for growing old, which was once only
seen in developed countries, but currently is also
found in developing countries like Brazil. However,
in Brazil the phenomenon appears quite differently
from that observed in developed countries, where
the process of ageing occurs within a favourable
socioeconomic context [1]. One of the challenges
of this century is to support quality of life for the
elderly population, mostly from a low socioeconomic and educational level, with a high incidence of
chronic and disabling diseases. However, for proper
care of the elderly combined with the magnitude
and severity of the functional problems, the development of reachable social and health policies that
are consistent with the real needs of this population
is essential [2].
In this context, the actions of health education
can achieve health promotion. According to a study
by Sousa [3], health education is an instrument for
promoting quality of life for people, families and
communities through the articulation of technical
and popular (mass) knowledge, of institutional and
community resources and of public and private initiatives. This conception surpasses the biomedical

concept of health care and covers a wide range

of determinants of the disease-care-process. Therefore, these educational actions can be a tool for
improving the quality of life of the population. In
particular, there is an intrinsic connection with the
promotion of elderly health, since along with the
ageing process some changes occur in the person,
in the areas of organic structure, metabolism, biochemical balance, immunity, nutrition, functional
mechanisms, emotional and intellectual conditions,
and even in communication itself [4].
Hence, it is essential that the nurse, the professional who acts within this context, develop the strategies for health education since it is necessary to
have a full understanding about health and quality
of life, valuing the local populations history of life,
stimulating self-confidence, practicing solidarity and
developing practical attitudes of citizenship, expanding scientific knowledge to facilitate more critical
thinking [5]. It is also necessary that professionals
consider the ageing process as a multifaceted reality, in which the biological, social, cultural, psychological and genetic variables must be considered,
in particular, for the development of care to this
population segment [6].
According to the same authors, the educator
is responsible for collaborating with the students
in organising their thinking, encouraging them to
identify their learning needs through reflection and
This article is available at: www.intarchmed.com and www.medbrary.com

International Archives of Medicine

Section: Primary Care

ISSN: 1755-7682

dialogue, in an effort to be critically aware of their

needs making them the agent of the social transformation. It is necessary that the act of teaching
is not the act of depositing, narrating, transferring
or transmitting knowledge and values to students,
but a knowledge act that makes problem-based
education possible which suggests overcoming the
contradiction in education [7].
But before these aspects are discussed, some
questions arise: Do nurses perceive the actions of
health education with the perspective of transforming the individualistic view of health, strengthened
by the biomedical paradigm, for more collective dimensions, as problem-based education, in order to
promote active development in old age? Are these
actions planned based on the needs of the elderly
or do the professionals impose them?
It was important to make the nurses from Family
Health Strategy look for an approach to recognise
which elements are present, and, if these correspond to health promotion. Thus, the aim of this
research was to analyse nurses perceptions about
health education for the elderly, according to the
conceptions of Paulo Freire, which has its assumptions based on the premise that education is the
construction of knowledge, appreciation of the active subject and reflection, leaning on concepts such
as education as an act of production and construction of knowledge and as a practice of freedom [7].
Taking into consideration the specificities of the
ageing process and the need for adequate and professional qualification, as well as the possible gaps
in the training of health professionals, this research
aimed to contribute to the discussion about educational activities of nurses towards the elderly population in the sense of offering them a better quality
of life.

Methods
This descriptive study used a qualitative approach
and was performed in Juazeiro do Norte, Cear,
Under License of Creative Commons Attribution 3.0 License

2015
Vol. 8 No. 27
doi: 10.3823/1626

Brazil, with nurses from the Family Health Units of

this municipality. The qualitative approach, according to Bardin (2009), arises due to the impossibility
of investigating and understanding some phenomena comprising perception, intuition, and subjectivity
by means of statistics.
Also according to the author, this approach works
with a plethora of reasons, meanings, aspirations,
beliefs, values, and attitudes - all corresponding to
a depth of relationships, processes and phenomena
that cannot be reduced to the operationalization of
variables. Given that this research sought professionals and users' reality, involving interpretations
of the relationship of meanings related to health
education activities, seeking the experience of the
studys informants regarding the working process
towards implementation of these actions, a qualitative approach was appropriate.
The informants of the study were nurses working for the Estratgia Sade da Famlia ESF (Family
Health Strategy), with a total of eighteen (18) interviewed, seventeen (17) female and one (1) male, all
of them having 2 to 10 years of experience in this
field. Data collection was conducted from October
to December 2013.
We stopped collecting data upon reaching saturation. Data saturation refers to when the researcher realises that no new information relevant to the
research question arises during interviews [8]. Data
collection was conducted by the researcher with the
help of students from the Scientific Initiation of a
public institution in Cariri, Cear - Brazil, where the
researcher is a docent. Before data collection, the
research was explained to the participants and they
signed a consent form freely agreeing to participate. The participants were contacted for interview
scheduling. The interviews were conducted before
or after nursing consultation. They were recorded
for about 20 minutes and transcribed by the researchers.
For data collection, a semi-structured interview
and a checklist were used to approximate the stu-

International Archives of Medicine

Section: Primary Care

ISSN: 1755-7682

died reality. The data were organised using content

analysis [9], wherein they were arranged into stages
to evaluate the meaning behind the words. Thus,
upon the initial reading, the corpus of the research
consisted of 18 nurse interviews. After the corpus
construction, data were operationalised with codes,
unit records, and subsequently identifying contextual units. After the construction of these units, two
categories were constructed. Finally, the categories
were organised and interpreted in light of the theoretical framework of Paulo Freire. To ensure participants' confidentiality, the nurses were identified
as 1-18.
The research followed all the rules established by
Resolution 466/12 of the National Health Council
[10], which regulates research involving humans.
The project was submitted the research ethics committee, receiving approval under protocol number
195 428.

Results And Discussion

From the initial reading, the 18 nurse interviews
were organised by the researchers. Empirical material obtained from the field notebook included
the following questions: What is the perception of
health education in old age? What strategies are
used? What methodologies are used for the planning of these actions?
After reading and interpretation, theme categories were created. The point of view of this group
about health education in old age was expressed
in the topics that follow, allowing us to create the
following two categories: from banking to problem-solving education and education in pursuit of
healthy ageing.

From Traditional to Problem-Based

Education
Health education itself is a tool for construction and
dissemination of knowledge and practices related to
the ways each culture conceives of life in a healthy

2015
Vol. 8 No. 27
doi: 10.3823/1626

manner, as well as the production of subjects and

social identities. Inserted into a model in which its
main objectives are changes in health practices, aiming at health promotion, the nurses are one of the
main professionals to consummate these practices
from the actions of health education. Therefore,
it is important that they hold a perception about
health education, since it must be developed with
users in the Unidades de Sade da Famlia, which is
an education focused on the needs of these users,
dialogical, and should be perceived as a process of
teaching and learning for decision making in health.
Accordingly, based on the statements, taking into
account the nurses perception in this study, there
was an understanding of health education focused
on knowledge exchange, changes of behaviour, decision making in health as shown in the statements
below:
It is the practice of modifying a lifestyle to healthy
habits through education.
Nurse 1.
Multiplication of knowledge. It is a process of
teaching and learning.
Nurse 4.
[...] Health education means to transmit knowledge about a subject, for someone to participate in
health care [...] through interactions and exchange of knowledge and experience [...].
Nurse 7.
[...] Health education is a process of exchanging
knowledge and experiences among the population as a whole, including users, managers and
health professionals. Each person is valued as an
owner of specific knowledge, a learner and an
educator. This practice aims at disease prevention,
health promotion and promotes the autonomy of
subjects [...].
Nurse 8.
This article is available at: www.intarchmed.com and www.medbrary.com

International Archives of Medicine

Section: Primary Care

ISSN: 1755-7682

[...] Transmit health information to an audience

in order to change the lifestyle of a patient [...].
Nurse 15.
However, among some professionals, health education was still quite focused only on the absence
of disease:
Vulnerable groups who are guiding and explaining how to prevent diseases for some kinds of
people like: elderly, pregnant women, women of
pregnancy age, adolescents, people with chronic
diseases.
Nurse 2.
[...] Health education and the way you prevent
diseases.
Nurse 10.
As shown in the statements above, although
professionals perceive health education from the
perspective of teaching and learning, they still revealed a certain inconsistency of viewing health
as an absence of disease and a distant model of
education related to the patterns of the ESF, which
aims to reconstruct practices toward health promotion.
A large diversity of models in health education
exist and those can be categorised into two main
areas: the traditional or preventative model and
the radical model. The traditional model of health
education emerges from an understanding of
health as being an absence of disease and a proposal of educational strategies guided by biomedical
assumptions [13]. In this context, health education
aims at transforming educational practices in the
health area that previously predominated: disease
prevention. To promote health and therefore the
radical approach to health education, the focus
on disease prevention is not enough, and must
be seen as a set of actions among many sectors
that broaden its scope. Utilising multidisciplinary
activities allows for direct interaction with the po Under License of Creative Commons Attribution 3.0 License

2015
Vol. 8 No. 27
doi: 10.3823/1626

pulation and at the same time an exchange of

experiences among the professionals involved in
this process [11-13].
Thus, the workers involved with health care must
be aware that health promotion is distinguished
from prevention, although they complement each
other in relation to the health-disease process. The
focus of health promotion is broader as it seeks
to check out, confront and transform the macrodeterminants of the health-disease process toward
health. Prevention is aimed at people becoming free
from diseases [11].
Considering these conceptions, according to
Freire's perspective, this is called banking education
and problem-based education, which can be understood as a traditional education when it relates
to the banking one, and problematizing education
when it relates to the radical one. Problem-based
education opposes the practice of banking education. In the 'banking' approach to education, the
'knowing' is a donation from those who are called wise to those who are expected to know
nothing. Donation is founded in one of the material
manifestations of the oppression ideology the absolutism of ignorance that constitutes what we call
alienation of ignorance; accordingly, this one can be
found within the other [14].
Knowledge, in this pedagogical practice is transferred from teacher to student by imposition. With
oppression at its core, it does not require a critical
awareness of the subjects involved, and keeps a
distance between the teacher and student who is
never challenged to construct knowledge. This model of education refers to the banking one because
the student passively receives the knowledge [14].
In banking education, the teacher is the holder of
knowledge, observing a vertical relationship between educator and educating. The educator transfers contents to the student who becomes the object that receives the knowledge. Turning students
into alienated passive subjects is a typical model of
an oppression system. [14]

2015

International Archives of Medicine

Section: Primary Care

ISSN: 1755-7682

In problem-based education, a chance for dialogue, communication, problem discovery, questionings and reflections about the manner of things
are a given. Education becomes an act of knowing;
it aims at a transformation for it is a critical education. Both teacher and students are standardised by
the world and the reality that they learned and where they extract the content from learning [14]. It is
believed that criticality implies growing humankinds
appropriation of its position within this context. It
implies its insertion and the objective representation
of reality. This is why consciousness is the development of awareness [15].
Given this comprehension, it is evident that
when nurses perceive health education as a tool
for decision-making through the exchange of experience from the perspective of health awareness
they contemplate, at least in theory, a health education leading towards promotion. This reality approaches the ideas of Paulo Freire, by revealing a
concern about the knowledge of users, with their
experiences.
On the other hand, when referring to health education only as being a focus on diseases it ends up
looking like a punctual activity, providing fragmented and ready-made actions, imposing information
and not building knowledge with the community.
Thus, it reveals a traditional education, within the
perspective of a banking education.
In this sense, it is necessary for nurses to realise that the concept of education in health as separate from promotion of health can mean only
punctual actions, not achieving changes in behaviour. According to the changes in the populations
life expectancy, increasingly professionals will be
facing the elderly population, which physiologically
will pass through changes, and because of this,
they will need specialised care. Thus educational
activities for this population are exceedingly required, highlighting the promotion of healthy ageing
through educational actions that guide the elderly
and other individuals to preserve health and im-

Vol. 8 No. 27
doi: 10.3823/1626

prove their functional abilities by adopting healthy

lifestyle habits and the abolition of unhealthy behaviours.

The pursuit of education for healthy

ageing
One of the biggest challenges that Brazil will face
in the coming decades will be the public health
cost of an increasing aging population. This takes
place via two main factors: the increasing longevity of the elderly and the increasing use of health
services by the elderly [16]. Thus, it is understood
that health professionals, including nurses, have
to reorient their practices to approach the needs
of this population. In this context, we sought to
understand the practices of these professionals in
search of healthy ageing through educational activities. For these professionals to construct these
actions, they considered only the diseases prevalent in the community, as illustrated by the following lines:
Actions towards diseases, medications, risk factor, power [...].
Nurse 11.
Meetings to identify issues raised by the elderly;
their complaints.
Nurse 12.
Since the needs expressed by the population.
Nurse 13.
It was revealed that the activities are provided
only to those who seek the services or for those
who already have the disease. Additionally, the actions in clinical nursing are reduced and there are
little innovative methodologies for care in health
education.
During the nursing consultation [...].
Nurse 1.

This article is available at: www.intarchmed.com and www.medbrary.com

International Archives of Medicine

Section: Primary Care

ISSN: 1755-7682

Usually I gather groups of hypertensive patients

and diabetics who are served first week, second
rounds.
Nurse 3.
Daily practice all queries, I do not transcribe I guide everyone, diabetic or Leprosy [...].
Nurse 8.
They are performed at the time of consulting
both medical or nursing, mainly the groups of
hypertensive and diabetic [...].
Nurse 9.
Among the various forms of nurses actions in
modern society, educational practice appears as the
main strategy for health promotion. It is noteworthy that nurses are educators prepared to propose
and provide strategies to enable changes in people/
communities [17]. As a part of the multidisciplinary
team of the ESF, there is the Agente Comunitrio
de Sade ACS (Community Health Agent - CHA),
which is considered to be the link between the
health team and community with its main objective as the transmission of scientific knowledge to
the community, facilitating users access to health
services.
Two basic attributes of social agents are appointed: identity with the community and a vocation
for solidarity aid, which allied with their leadership skills, render them as a mediator between two
spheres: the State and community [18]. Therefore,
considering their training, as the authors showed
above, they are still a result of technical training,
which may contribute to the discourses of nurses
when they revealed that the actions in this category
focus on the diseases as based on the information
from the ACS.
Thus, when the statements related to these nurses perceptions are confronted with health education, a gap in the field of practice with theory
is noticed, once they say that the educational ac Under License of Creative Commons Attribution 3.0 License

2015
Vol. 8 No. 27
doi: 10.3823/1626

tivities are conducted for diabetes, hypertension,

for example, they end up promoting preventative
actions turned to health indicators and not to the
needs identified by users. Such practices sustain traditions of hierarchy and user-professional models of
normalization and medicalization [19]. It should be
emphasised that educational actions constitute a
range of situations which characterise the delivery
of services to the population and that the involvement of all the actors is an unequalled condition
for the full exercise of public health [20], practices
that provide seeking not just the disease, but the
population health needs. This health education deviates from an education based on the perspective
of promotion because it focuses only on the disease
and not on the conditions of life and health of the
population.
Facing these aspects, it is noteworthy that in the
studies by Paulo Freire this kind of education in which
the teacher brings ready-made content, without regarding knowledge or the reality of others, ends up
being an imposed, punctual education. Comparing
this with the current models of health education, it
is characterised as hospital-centred, since it works
only with a focus on disease, healing and prevention. In this sense, it is proposed that dialogue must
prevail in this educational process, with interaction,
so these actions can be built, which corroborates
Freire [14] when he states dialogue engages the
educator-learner to walk along together, allowing
a greater understanding of life experiences and a
more critical conception of reality. So both are positioned like subjects from the act of knowing.
A different education is desired, an education of
partnership which targets not making the student
an object of manipulation, but to create a joint
experience of different realities in an exchange of
elements in a relationship of mutual transformation
[15]. Thus, it is seen that dialogue is the key concept
and the essential practice in Freire's conception.
Dialogue is fundamental in the construction process and in the formation of a human being since

International Archives of Medicine

Section: Primary Care

ISSN: 1755-7682

humankind is a strong keeper of some significant

knowledge, no matter the social class and neither
age nor education. Dialogue makes humankind critical of the world it lives in [14].
As observed in the testimonies of nursing as a
ready-made education, a necessary dialogue for
planning these actions to fulfil the needs of users
is lacking. The dialogue is essential for implementation of educational activities. Persons who dialogue
with each other open themselves up for a new kind
of knowledge and know there is something to discover and interpret.
In this context, it is emphasised that nurses are
educators and they need to understand that dialogue must happen, and that dialogue is essential
for understanding the needs of users including the
elderly, since with them it is essential to engender confidence and maintaining a healthy state of
high value. Facing this reality, health education is
a tool for nurses to promote health for this population; however, nurses need to be aware that the
knowledge about the patients health is essential for
a successful outcome [21].
In this understanding, in studies of health education for the elderly, dialogue is one of the essential
elements for building a healthy environment for intervention in the context of old age. For this purpose, it is necessary that health professionals and
managers to develop creative education programmes for health [13, 22]. It is evident that nurses are
already seeing the educational activities as a tool
to propose changes in behaviour, however, it was
still noticed that although inserted in a model of
attention for health care in the country with principles and guidelines aimed at promoting health, they
understood these educational activities as being of
prevention, restricted to the concept of health facing the absence of disease, which is reflected in
the conduct developed by them. These conducts
were characterised as punctual and fragmented, far
from the context of the population, in this case, the
elderly ones.

2015
Vol. 8 No. 27
doi: 10.3823/1626

This coincided with the Freirean vision of radical education, where the elderly become passive
persons who only receive information with actions
focused on health indicators, focused on the index
related to diseases that affect this population and
not on real health needs.
However, the results point to the practices of nurses in search of healthy development, actions that
are not determined by needs identified through
dialogues with the elderly, but from indicators or
some information gathered by other professionals.
Thus, we cannot think about a banking education,
imposed, ready-made, but about an education that
encourages changes, which builds up knowledge,
making users a type of critical people, aware and
able to make the right decision to achieve better
conditions for life and health.

Acknowledgments
Faculdade de Medicina do ABC for supporting this
research.

Conflicting interests
The authors declare they have no conflicting interests.

List of abbreviations
FHS - Family Health Strategy
SUS - Unified Health System
ACS - community health agents
UBS - basic health unit

References
1. Gottlieb MGV, Schwanke CHA, Gomes I, Cruz IBM.
Envelhecimento e Longevidade no Rio Grande do Sul: um perfil
histrico e tnico e de morbi-mortalidade dos idosos. Rev. Bras.
Geriatr. Gerontol., 2011: 14(2): 365-380.
2. Ramos LR. Fatores determinantes do envelhecimento saudvel
em idosos residentes em centro urbano: Projeto Epidoso, So
Paulo. Cad. Sade Pblica, 2003: 19(3): 793-798.

This article is available at: www.intarchmed.com and www.medbrary.com

2015

International Archives of Medicine

Section: Primary Care

ISSN: 1755-7682

3. Sousa LB, Torres CA, Pinheiro PNC, Pinheiro AKB. Prticas de

educao em sade no Brasil: a atuao da enfermagem. Rev.
enferm. UERJ, 2010:18(1): 55-60.
4. Schimidt TCG, Silva MJP. Percepo e compreenso de
profissionais e graduandos de sade sobre o idoso e o
envelhecimento humano. Rev Esc Enferm USP, 2012: 46(3): 6127.
5. Martins JJ, Albuquerque GL, Nascimento ERP, Barra DCC, Souza
WGA, Pacheco WNS. Necessidades de educao em sade dos
cuidadores de pessoas idosas no 1. Gottlieb MGV, Schwanke
CHA, Gomes I, Cruz IBM. Envelhecimento e Longevidade no
Rio Grande do Sul: um perfil histrico e tnico e de morbimortalidade dos idosos. Rev. Bras. Geriatr. Gerontol., 2011:
14(2): 365-380.
6. Lustosa LP, Oliveira LA, Santos LS, Guedes RC, Parentoni AN,
Pereira LSM. Efeito de um programa de treinamento funcional
no equilibrio postural de idosas da comunidade. Fisioterapia e
Pesquisa, 2010: v.17, n.2, p.153-6.
7. Freire P. Pedagogia da Autonomia: saberes necessrios prtica
educativa. 42 reimpresso. So Paulo: Paz e Terra, 2010.
8. Turato ER. Mtodos qualitativos e quantitativos na rea da
sade: definies, diferenas e seus objetos de pesquisa. Rev
Sade Pblica, 2005: 39(3): 507-14.
9. Bardin L. Anlise de Contedo. Lisboa, Portugal; Edies 70,
LDA; 2009.
10. Conselho Nacional de Sade (Brasil). Resoluo no 466, de 12
de dezembro de 2012. Braslia, 2012. Disponvel em: http://
www.conselho.saude.gov.br/web_comissoes/conep/index.
html. Acesso em 12 de agosto de 2013.
11. Franco TB, Merhy EE. Ateno domiciliar na sade suplementar:
dispositivo da reestruturao produtiva. Cincia & Sade
Coletiva, 2008: 13(5): 1511-1520.
12. Oliveira DL. A 'nova' sade pblica e a promoo da sade
via educao: entre a tradio e a inovao. Rev Latino-am
Enfermagem, 2005: 13(3): 423-31.
13.
Cervera DPP, Parreira BDM, Goulart BF. Educao em
sade: percepo dos enfermeiros da ateno bsica em
Uberaba (MG). Cinc. sade coletiva [peridico na internet].
2011 [acesso em 30 outubro 2013 ]; Disponvel em: http://
w w w.scielo.br/scielo.php?script=sci_arttext&pid=S141381232011000700090&lng=en.
http://dx.doi.org/10.1590/
S1413-81232011000700090.
14. Freire P. Pedagogia do Oprimido. Rio de Janeiro: Paz e Terra,
2005.
15. Freire P. Educao como prtica da liberdade. Rio de Janeiro: Paz
e Terra, 1983.
16. Veras RP. Experincias e tendncias internacionais de modelos
de cuidado para com o idoso. Cincia & Sade Coletiva, 2012:
17(1):231-238.
17. Souza LM, Wegner W, Gorini MIPC. Educao em sade:
uma estratgia de cuidado ao cuidador leigo. Rev Latino-am
Enfermagem, 2007: v.15, n.2.
Under License of Creative Commons Attribution 3.0 License

Vol. 8 No. 27
doi: 10.3823/1626

18. Morosini MV, Corbo AD, Guimares CC. O agente comunitrio

de sade no mbito das polticas voltadas para a ateno bsica:
concepes do trabalho e da formao profissional. Trab. Educ.
Sade 2007: 5(2): 261-80.
19.
Souza LV, Santos MA. Group process and psychologist
work in primary health care. Journal of Human Growth and
Development, 2012: 22(3): 388-395
20. Atrash HK, Carpentier R. The evolving role of public health
in the delivery of health care. Journal of Human Growth and
Development, 2012: 22(3): 396-399.
21. Bastable SB. O enfermeiro como educador: princpios de ensinoaprendizagem para a prtica de enfermagem. Ediao 3. Porto
Alegre: Artmed, 2010.
22. Bezerra IMP, et al. Professional activity in the context of health
education: a systematic review. Journal of Human Growth
and Development, 24(3): 255-262. DOI: dx.doi.org/10.7322/
jhdg.88909.

Comment on this article:

http://medicalia.org/
Where Doctors exchange clinical experiences,
review their cases and share clinical knowledge.
You can also access lots of medical publications for
free. Join Now!

Publish with iMedPub

http://www.imed.pub
International Archives of Medicine is an open access journal
publishing articles encompassing all aspects of medical science and clinical practice. IAM is considered a megajournal with
independent sections on all areas of medicine. IAM is a really
international journal with authors and board members from all
around the world. The journal is widely indexed and classified
Q1 in category Medicine.