{"id":564,"date":"2019-02-28T08:25:57","date_gmt":"2019-02-28T08:25:57","guid":{"rendered":"http:\/\/virtualseminar.icae.global\/?p=564"},"modified":"2019-02-26T20:36:44","modified_gmt":"2019-02-26T20:36:44","slug":"comment-by-jorge-f-v-viapiono","status":"publish","type":"post","link":"https:\/\/virtualseminar.icae.global\/?p=564","title":{"rendered":"Comment by Jorge F.V. Viapiono"},"content":{"rendered":"\n

Jorge F.V. Viapiono comments on the article “How adult education can save your life”<\/a><\/strong><\/p>\n\n\n\n

en espa\u00f1ol abajo<\/em><\/strong><\/p>\n\n\n\n

Jorge F.V. Viapiono is in University Higher Education acting as technical, educational and legal advisor and consultant, National University of Moreno, Argentina. Teacher and Professor of\u00a0Legal, Political and Social sciences and having a degree in Education<\/em><\/strong><\/p>\n\n\n\n

Adult education as a tool to promote health<\/strong><\/p>\n\n\n\n

I endorse the author’s concept when he says that the theme ” is more than a simple question of resources, represents a political option over the choice of paradigm”<\/strong>.<\/p>\n\n\n\n

During my practice as an adult educator, school director, supervisor of services and technical-educational adviser in the Area I have been able to verify the little work (almost nothing) that the educational and health authorities have done regarding the need to articulate actions that lead to the satisfaction of information and assistance of the population that attends the Educational Centers.<\/p>\n\n\n\n

The Programmatic or Specialized Areas of the Health Centers, although they are at the service of the population, they have schedules not always accessible to this population (usually in the morning).<\/p>\n\n\n\n

Having only the morning for such care is not to consider that the adult or young population has those hours for their work, family care or household chores.<\/p>\n\n\n\n

When someone needs to be seen by a professional, it may be too late. The pathology is already there and he\/she has not received the information that would have allowed him\/her to prevent or treat a disease in an anticipated and correct manner.<\/p>\n\n\n\n

The aim is, then, that the professionals settle in the Educational Center to make a screening, give informative talks, perform vaccination campaigns, take care of minor ailments or make referrals.<\/p>\n\n\n\n

The process of literacy for health can not only depend on the practice of the teacher with little training to introduce or develop this topic in the group.<\/p>\n\n\n\n

Since it seems to be very difficult – almost impossible – to allocate professional services during the Center’s operating hours, the educational area in conjunction with the health area should appoint agents who can face the task in a parasistematic say.    <\/p>\n\n\n\n

So I would like to propose an exchange of ideas on the possibility of creating the position of the “health promoter<\/strong>” (of health and education areas together) so that young people and adults who are residents in or linked to the communities in which the Educational Center is located, take care of people – especially those who are in vulnerable situations<\/strong>.<\/p>\n\n\n\n

Although the task may seem focused – exclusively – on health education<\/strong>– it should be taken into account that its development would achieve a socio-cultural transformation that is oriented to the community.<\/p>\n\n\n\n

The education sector would focus on the search for these promoters among the people dedicated – from their insertion – to the promotion and development of the community.<\/p>\n\n\n\n

The health area will provide the training of these agents \/ health promoters<\/strong>so that, without performing the task of a professional, he\/she would be the guide or indicator towards the centers, specialties, professionals to which the student can and should turn to for information, consultation or care.<\/p>\n\n\n\n

The work of these agents \/ health promoters<\/strong>should promote the development of participation habits and skills in the community.<\/p>\n\n\n\n

It is an outreach work towards the community, improving their work in it.<\/p>\n\n\n\n

\n\n\n\n

La educaci\u00f3n de adultos como herramienta para promover la salud<\/strong><\/p>\n\n\n\n

En la Educaci\u00f3n Superior Universitaria en funciones de asesor y consultor t\u00e9cnico, docente y legal, Universidad Nacional de Moreno, Argentina. Maestro, Profesor de Cs. Jur\u00eddicas, Pol\u00edticas y Sociales y Licenciado en Educaci\u00f3n<\/em><\/strong><\/p>\n\n\n\n

Hago m\u00edo el concepto del autor refiriendo que la tem\u00e1tica \u201cconstituye la opci\u00f3n pol\u00edtica de escoger un paradigma y no la mera inyecci\u00f3n de recursos\u201d<\/strong>.<\/p>\n\n\n\n

Durante mi pr\u00e1ctica como educador de adultos, director de escuela, supervisor de los servicios y asesor t\u00e9cnico-docente en el \u00c1rea he podido constatar la escasa (casi nula) labor que las autoridades educativas y sanitarias han prestado a la necesidad de articular acciones que conduzcan a la satisfacci\u00f3n de informaci\u00f3n y atenci\u00f3n de la poblaci\u00f3n que concurre a los Centros Educativos.<\/p>\n\n\n\n

Las \u00c1reas Program\u00e1ticas o Especializadas de los Centros de Salud, si bien est\u00e1n al servicio de la poblaci\u00f3n, lo hacen en horario poco accesible para dicha poblaci\u00f3n (generalmente por la ma\u00f1ana).<\/p>\n\n\n\n

Disponer s\u00f3lo de la ma\u00f1ana para dicha atenci\u00f3n es no considerar que la poblaci\u00f3n adulta o joven cuenta con esas horas para su trabajo, atenci\u00f3n de su familia o tareas hogare\u00f1as.<\/p>\n\n\n\n

Cuando tiene la necesidad de ser atendido por un profesional quiz\u00e1s es tarde. Ya est\u00e1 instalada la patolog\u00eda sin haber recibido la informaci\u00f3n que le permitiese prevenir o atender su salud de manera anticipada y correcta.<\/p>\n\n\n\n

Se trata entonces que los profesionales concurran a instalarse en el Centro Educativo para hacer un screening, brindar charlas informativas, campa\u00f1as de vacunaci\u00f3n, atenci\u00f3n de dolencias leves, derivaciones.<\/p>\n\n\n\n

El proceso de alfabetizaci\u00f3n para la salud, no puede s\u00f3lo depender de la pr\u00e1ctica del docente con poca formaci\u00f3n para introducir o desarrollar esta tem\u00e1tica en el grupo.<\/p>\n\n\n\n

Como parece ser muy dificultoso \u2013 casi imposible \u2013 poder afectar servicios profesionales durante el horario de funcionamiento del Centro, el \u00e1rea educativa en conjunto con el \u00e1rea de la salud deber\u00eda designar agentes que puedan encarar la tarea de forma parasistem\u00e1tica.    <\/p>\n\n\n\n

Entonces quisiera proponer un intercambio de ideas sobre la posibilidad de la creaci\u00f3n del cargo del \u201cpromotor sanitario\u201d<\/strong>(conjuntamente de las \u00e1reas de salud y educaci\u00f3n) para que j\u00f3venes y adultos residentes o vinculados con las comunidades en que est\u00e1 inserto el Centro Educativo, atiendan a las personas \u2013 muy especialmente a las que est\u00e1n en situaci\u00f3n de vulnerabilidad<\/strong>.<\/p>\n\n\n\n

Aunque la tarea pueda parecer enfocada \u2013 exclusivamente \u2013 a la educaci\u00f3n para la salud<\/strong>\u2013 deber\u00eda tenerse en cuenta que su desarrollo alcanzar\u00eda el logro de una transformaci\u00f3n socio-cultural que se orienta a lo comunitario.<\/p>\n\n\n\n

El sector educativo se abocar\u00eda a la b\u00fasqueda de estos promotores de entre las personas dedicadas \u2013 desde su inserci\u00f3n \u2013 a la promoci\u00f3n y desarrollo de la comunidad.<\/p>\n\n\n\n

El \u00e1rea de salud brindar\u00e1 la formaci\u00f3n de dichos agentes\/promotores sanitarios <\/strong>para que, sin efectuar la tarea de un profesional, sea el gu\u00eda o indicador hacia los centros, especialidades, profesionales a los cuales puede y debe recurrir el alumno  en busca de informaci\u00f3n, consulta o atenci\u00f3n.<\/p>\n\n\n\n

El trabajo de estos agentes\/promotores sanitarios<\/strong>debe potenciar en la comunidad el desarrollo de h\u00e1bitos y habilidades de participaci\u00f3n.Se trata de un trabajo de extensi\u00f3n hacia la comunidad perfeccionando su trabajo en ella<\/p>\n\n\n\n

\n\n\n\n

Links to the AED 85\/2018 publication in three languages: English<\/a>, French<\/a>, S<\/a>panish<\/a>
Estos son los links para acceder a la publicaci\u00f3n en tres idiomas: In<\/a>gl\u00e9s<\/a>, Franc\u00e9s<\/a>, Espa\u00f1ol<\/a>
Voici les liens vers la publication en trois langues: Anglais <\/a>, Fran\u00e7ais<\/a>, Espagnol<\/a><\/p>\n\n\n\n

Para espa\u00f1ol favor usar <\/strong><\/em>google translator <\/strong><\/em><\/a>en los casos en que el art\u00edculo no est\u00e1 traducido al espa\u00f1ol<\/strong><\/em><\/p>\n\n\n\n

Veuillez utiliser <\/strong><\/em>google translator<\/strong><\/em><\/a> pour traduire les articles qui ne sont pas en fran\u00e7ais<\/strong><\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

Jorge F.V. Viapiono comments on the article “How adult education can save your life” en espa\u00f1ol abajo Jorge F.V. Viapiono is in University Higher Education acting as technical, educational and legal advisor and consultant, National University of Moreno, Argentina. Teacher<\/p>\n","protected":false},"author":2,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"footnotes":""},"categories":[7],"tags":[],"_links":{"self":[{"href":"https:\/\/virtualseminar.icae.global\/index.php?rest_route=\/wp\/v2\/posts\/564"}],"collection":[{"href":"https:\/\/virtualseminar.icae.global\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/virtualseminar.icae.global\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/virtualseminar.icae.global\/index.php?rest_route=\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/virtualseminar.icae.global\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=564"}],"version-history":[{"count":1,"href":"https:\/\/virtualseminar.icae.global\/index.php?rest_route=\/wp\/v2\/posts\/564\/revisions"}],"predecessor-version":[{"id":565,"href":"https:\/\/virtualseminar.icae.global\/index.php?rest_route=\/wp\/v2\/posts\/564\/revisions\/565"}],"wp:attachment":[{"href":"https:\/\/virtualseminar.icae.global\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=564"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/virtualseminar.icae.global\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=564"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/virtualseminar.icae.global\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=564"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}