Between reasons and perspectives, pathways and inspiration: Some reasons for health and education to walk together
RIAEE – Revista Ibero-Americana de Estudos em Educação, Araraquara, v. 18, n. 00, e023049, 2023. e-ISSN: 1982-5587
DOI: https://doi.org/10.21723/riaee.v18i00.18324 22
The construction of a new ethical, pedagogical attitude, the choice to be a professional
with professional doings, sayings, contradictions and commitments and a greater mobilization
of critical thinking, give signals to the opportunities to reflect on practices, what they do and
why they do educational work within a given social reality. Saviani (2003, p. 21) says: if to
form humans, a deep knowledge of human reality is necessary and if human reality is essentially
historical, then the educator needs to know history and diversity.
Hence, we think that the emphasis on the understanding and acceptance of the different
socio-historical and economic contexts of the students and their families can mean the first
initiatives for the recognition of differences and diversity. On the other hand, the development
and cultivation of feelings of responsibility and belonging materialize the need to train
professionals from a human perspective.
Boff (1996, p. 33, our translation) inspires us when, in his articles, he says that
[...] caring is more than an act; it is an attitude... it encompasses more than a
moment of attention [...] it represents occupation, concern, responsibility and
affective involvement with the other [...].
Through the practices of everyday life, we realize that from the observation of the
various directions and spaces of the trajectory of inclusive professionals, these theoretical-
methodological paths and the professional postures assumed are influenced by various training
models, professional (de)valuation, among others, and that such questions have determined,
since then, the paths of professionalization, especially in a more critical perspective. Therefore,
it is these thoughtful and contextualized questions that constitute today the north of our
searches.
Socio-educational inclusion, which expresses plurality and diversity, within the scope
of the school, goes through several segments, among them, digital inclusion, which aims to
prevent people and countries from being left out of the computerized society. As an example,
the UN starts demanding that countries open their economic activities to technology. This
means considering cyberspace as a global communication network. In this sense, virtual spaces
shorten the distances of lack of knowledge and misinformation.
Situations such as the use of electronic cards, robots, household appliances,
photocopiers, fax machines, cell phones, TVs, DVDs, iPods, tablets and computers represent
the capture and presentation of information that social subjects need to master. Thus, with the
aim of inserting students in the computerized society, it is up to the school to pass on to its
students all the computer functions, which, for Vigotski (2000, p. 46), consist of: capture,