NONCONFORMING BODIES AND DISCOMFORT IN EDUCATIONAL KNOW-HOW: CRITICAL PERSPECTIVES IN TEACHING, SCIENCE AND HEALTH CONTEXTS
DOI:
https://doi.org/10.12957/demetra.2017.30112Abstract
In this issue, Journal DEMETRA: Food, Nutrition & Health/Alimentação, Nutrição & Saúde publishes a thematic section dedicated to studies on Teaching, Science and Health, which addresses various topics of interest among teachers, researchers and students of these fields.
This editorial departs from the following question: why should one foreground different actions towards educational contexts, science and health?
Our aim is to bring together works inspired in the perception of what is particular to mankind and relative to social subjects’ human and subjective experiences which refer to broader processes that form such subjects. The discomfort felt by those who are faced with the task of teaching/educating on a daily basis imposes a revision of the limits of interventions and their consequences in the field of research, broadly supported by rationalist policies outlined historically by the achievements of reason. The expression of such discomfort has been vented in different academic fields and in educational action/intervention environments. It is more clearly seen and expressed, however, in bodies which refuse to be subordinated to preventive guidelines, and this issue must be problematized. Such observations point to the need to prioritize interpretations of reality that support training/educational interventions - both in the scientific field and in health care initiatives - which overlook the implication of others in the educational process, because when such practices operate tensioned, complex and constantly asymmetrical relationships, they tend to fail.
DOI: 10.12957/demetra.2017.30112
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