Insurgent practices in health education in a Medicine course: afro-pindoramic confluences

Abstract

The academic space is epistemologically constructed from colonial structures that have placed knowledge in spaces of silencing and subalternity of knowledge. The experience in a Medicine course, mostly white and with pedagogical projects that deal with ethnic-racial issues as a cross-cutting theme in some components and the responsibility of a few teachers, made this teacher face a question: how to create strategies for epistemological and methodological insurgencies that oppose the colonial framework of knowledge production? Therefore, I report a teaching experience in the Health Education component of a medical course. The activities carried out involved surveying prior knowledge, problematizing the concept of Health Education, narratives, film, conversations with prayer women, visits to health services, dialogue circles and theater of the oppressed, with national, quilombola, indigenous and black feminist references. These activities led us to problematize colonialism and to draw closer to local knowledge. As a result, we had the amplification of voices about education, health, body, care that are silenced by dominant discourses, bringing references and discussions that oppose colonial frameworks. It is important to build pedagogical communities that encourage the dream of Anti-Racist and Democratic Education.