On Primary Health Care and Teaching literacy: Science and Education Professionals in Training

Wilder Kleber Fernandes de Santana, Richardson Lemos de Oliveira, Itaécio Felipe, Lidiane Dias Reis, Alessandra Ferreira dos Santos, Monique machado Corrêa, Luciana Quagliane Ribeiro, Bibiana Kaiser Dutra, Guilherme de Andrade Ruela, Edilane Aparecida Alves Canto, Laura Cristina de Oliveira, Fábio José Antonio da Silva, Rosa Maria Ferreira dos Santos, João Batista Lucena, Patricia Soares Augusto, Cristiane de Almeida Faria, Gislaine Schon, Adriana de Menezes

Primary Health Care, teaching literacy, formation.

This research aimed to discuss, scientifically, about Primary Health Care and Teaching Literacy, reflecting on science and education professionals in training, both initial and continued. Not only from biopolitical perspective lenses (FOUCAULT, 2002), our analyses gain corporality when we resort to the need that these health professionals (doctors, nurses, physiotherapists, health agents, speech therapists, etc.) and education (teachers, pedagogues, psychopedagogues) are in constant training processes. We understand that there is a need for training for these professionals, and the ideal is that there are restructurings and resignifications through literacy techniques tied to new educational technologies. Thus, the objective of our work is to discuss how training and training processes for health and education professionals are essential to improve the execution of their practices, in addition to contributing to the refiguration of training materials from ministries (Health [HS] and Education [MEC]). Therefore, we present strategies to enhance the practice of these professionals aiming for excellence in the spheres of work.

Received: 10 Oct 2022, Received in revised form: 25 Oct 2022, Accepted: 03 Nov 2022, Available online: 09 Nov 2022

10.22161/ijaers.911.11