Educação e liberdade na promoção da saúde escolar: perspectivas compreensivas sobre a ação política como potência nas comunidades escolares

Abstract

The main objective of this thesis is to understand the political action of the school community as a power to promote health in the schools of the Brazilian basic education network. It also seeks to compare the idea of the exercise of freedom in the educational field that concerns the promotion of school health, highlighting the main contributions of Hannah Arendt and Paulo Freire, the proximity and epistemological differences between the two authors, as well as the sense of freedom in the political action of the school community from the perspective of the Arendtian concept of plurality. To do so, it is initially intended to understand the political-pedagogical movement of the main conceptions of health found in the curriculum of the public basic education network. In view of this, it analyzes the meaning of the exercise of freedom in promoting school health in the light of the references of action, freedom and education, tributary of the work of Hannah Arendt, and the reference of education as a practice of freedom, work of Paulo Freire. The pedagogical ideas of the transmission of the human legacy and of the care for the world as proximities between the Arendtian and Freirean thoughts important for the promotion of school health are discussed. However, important epistemic distinctions are pointed out and the force of the political action of the school community agents in health promotion is discussed, proposing relations between the Arendtian concept of freedom and political action, addressing the power of plural singularities in the political action of the community school. The conclusion is that the promotion of school health is part of the material and symbolic legacy that the school transmits through the educational process, and that the school corresponds to the period when one assumes the task of assisting the young ones for the political insertion in the common world, helping them to understand it, taking responsibility for it and preparing them to enjoy the freedom of political action; that the promotion of health at school can be taken as a responsibility by the school community insofar as it, on the one hand, disturbs the current course of institutionalizing its participation in the school's pedagogical political project, making school a public space; on the other, the school community becomes plural, supporting the plural singularities that constitute it in the exercise of freedom.