Between Knowledges and Territories: Popular Education in the Training of Popular Health Agents in Espírito Santo
1
Center for Popular Education, Care and Participation in Health (Angicos), Oswaldo Cruz Foundation, Brasilia, Brazil
Popul. Med. 2026;8(Supplement Supplement 1):A1085
ABSTRACT
INTRODUCTION:
the project SUS com a Gente: training of popular health agents in espírito santo is based on the articulation between comprehensive health care, territorial care and the principles of the national policy of popular education in health in the SUS – PNEPS-SUS (BRAZIL 2013), which guides dialogical practices, popular participation and the appreciation of popular knowledge. the training of popular health agents is understood as an emancipatory strategy, strengthening community protagonism and the collective construction of care in territories marked by social inequalities, in line with the reference framework of popular education for public policies (BRAZIL 2025).
METHODS:
the training process lasts four months with a total workload of 96 hours, organized into four thematic axes developed simultaneously in the territories. the methodology is based on freirean pedagogy, grounded in dialogue, problematization, critical reflection and transformative praxis (FREIRE 1996). the time school unit promotes culture circles and processes of critical reading of reality, while the time community articulates territorial experiences, visits and community actions. this organization dialogues with the pedagogy of alternation, which integrates time school and time community as an inseparable unity between education, work, culture and life (GIMONET 2007).
RESULTS:
the training of 1200 popular health agents distributed across 48 groups is expected, with multiplying potential in the territories. strengthening of local care networks, expansion of social participation, integration between art, culture, mental health, food sovereignty and ancestral knowledge are expected, consolidating health care based on cooperation, autonomy and popular protagonism.
CONCLUSIONS:
the training of popular health agents guided by popular education strengthens care practices based on cooperation, autonomy and popular protagonism. the experience reaffirms popular education as a structuring strategy for consolidating a democratic SUS, territorialized and committed to transforming living conditions.
the project SUS com a Gente: training of popular health agents in espírito santo is based on the articulation between comprehensive health care, territorial care and the principles of the national policy of popular education in health in the SUS – PNEPS-SUS (BRAZIL 2013), which guides dialogical practices, popular participation and the appreciation of popular knowledge. the training of popular health agents is understood as an emancipatory strategy, strengthening community protagonism and the collective construction of care in territories marked by social inequalities, in line with the reference framework of popular education for public policies (BRAZIL 2025).
METHODS:
the training process lasts four months with a total workload of 96 hours, organized into four thematic axes developed simultaneously in the territories. the methodology is based on freirean pedagogy, grounded in dialogue, problematization, critical reflection and transformative praxis (FREIRE 1996). the time school unit promotes culture circles and processes of critical reading of reality, while the time community articulates territorial experiences, visits and community actions. this organization dialogues with the pedagogy of alternation, which integrates time school and time community as an inseparable unity between education, work, culture and life (GIMONET 2007).
RESULTS:
the training of 1200 popular health agents distributed across 48 groups is expected, with multiplying potential in the territories. strengthening of local care networks, expansion of social participation, integration between art, culture, mental health, food sovereignty and ancestral knowledge are expected, consolidating health care based on cooperation, autonomy and popular protagonism.
CONCLUSIONS:
the training of popular health agents guided by popular education strengthens care practices based on cooperation, autonomy and popular protagonism. the experience reaffirms popular education as a structuring strategy for consolidating a democratic SUS, territorialized and committed to transforming living conditions.
| eISSN: | 2654-1459 |
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