INTRODUCTION:
Educommunication has emerged in Brazil as a dialogical and participatory field integrating communication, education, and social engagement. In public health, this interface strengthens community agency, challenges vertical communication models, and expands culturally grounded and inclusive strategies for health promotion in the Unified Health System (SUS). This study mapped evidence on educommunication practices in Brazilian public health to identify conceptual trends, applications, and thematic contributions.

METHODS:
A scoping review was conducted following the PRISMA 2020 guideline¹ and the PRISMA-ScR extension². Searches were performed in BVS, Redalyc, Google Scholar, Web of Science, Scopus, PubMed, and Oasisbr. Rayyan was used for screening. Eligible studies included full-text articles in Portuguese, English, or Spanish addressing educommunication or participatory communication–education interfaces within Brazilian public health. Data extraction covered conceptual framing, participant roles, materials produced, and areas of application.

RESULTS:
Twenty-eight studies published between 2009 and 2023 were included, representing all five Brazilian regions and diverse designs (experience reports, action-research, methodological studies, mixed-methods, and interventions). Practices consistently emphasized horizontal dialogue and strong community protagonism. Activities included podcasts, radio programs, cordel literature, educational games, videos, photovoice, theater, art workshops, exhibitions, and digital interaction tools. Health topics ranged from sexually transmitted infections, alcohol and drug use, breast cancer, HIV/AIDS, COVID-19, and arboviral diseases to oral health, mental health promotion, environmental education, and humanized childbirth. Educommunication approaches enhanced health literacy, supported participatory meaning-making, and amplified culturally situated narratives.

CONCLUSIONS:
Educommunication shows significant potential to advance Public Health Communication by promoting dialogical, creative, and community-centered practices aligned with SUS principles. These approaches strengthen prevention and health promotion efforts, expand participatory knowledge production, and contribute to more democratic and equitable communication processes. Findings support the incorporation of educommunication in public health policies and further research exploring its applications in global contexts.