SAÚDE, EDUCAÇÃO E ARTE: NARRATIVAS E EXPERIÊNCIAS

Abstract

This theoretical research projects for the interaction between Health, Education and Art, related to the researcher’s trajectories and experiences in these fields, walking towards deterritorialisation of knowledges, deconstruction of limits between fields of knowledge and their frameworks. It was searched for threads that could be weaved to construct reflections towards possibilities of paths through Health-Education actions in School Health which constituted themselves as dialectical interactions between science, art, health and education. The methodological approach is based on the conceptions of Walter Benjamin, built as a mosaic, in montages of experimentation with their estrangements and enchantments, and the mosaic tesserae built by mixtures of singularities and knowledge flows of the fields in interaction, (auto)narrative and autobiographical elements permeations and from reflections of artistic works. The ideas are entangled in the mosaic as "dialectical images", forming constellations. Dialectical images, according to Walter Benjamin, reveal, build and are built from dialectical movements, between contradictions and approximations, between estrangements and recognition, between tensions and flexions, between movements and suspensions. Reflections about relation of the scientific with the health education actions are presented, considering the control of “scientificizing” relation in the field of School Health, and reflections about Art as a stream to the possibility of deviation by other options of thinking health education. In the elaboration of reflections about the path to possibilities of considering the relation between Health, Education and Art at school, specifically in relation to health education actions, the flows of the ideas of experience, infancy, memory, narrative, art and language were searched, considering the concepts of Walter Benjamin, connecting these ideas with the notions of health-disease processes and health-illness experiences. The research path converges to reflections about the elaboration of narratives by artistic experimentations like moving to the possibility of elaboration of health-illness experiences, conceiving so health education and school health beyond the mere transmission and internalization of standardized behaviour and health care norms. This narrative elaboration is understood in an anachronistic way, from dialectical images, deconstructing and reconstructing the scientific knowledges in the interaction with the artistic. In contrast to health education based on communication of information, using an instrumentally conceived language and art, it was walked to reflections, from Walter Benjamin's understanding, about the possibility of the construction of artistic narratives related to a Health-Education that provides the elaboration of experiences. The narrative forms like a mosaic, occurring montages of tesserae by dialectical movements, by astonishment and charm, between memory, health, art, education, science. Therefore, it was possible to comprehend the health education in the language, constituting the subject by the narrative related to the health-disease processes, connecting the artistic language with the body language, enabling the elaboration of health-illness experiences and creating effulgent knowledges through the revelations of dialectical images.