Teaching and learning in health: worldview and self-Awareness

Abstract

The teaching-learning process presents constant challenges for both students and educators. This study aimed to evaluate the educational process between leaders and subordinates within a religious institution. The research was designed as an interventional and longitudinal study, adopting action research as the methodological framework and drawing upon Freirean problematization and critical consciousness as the foundation for the educational process. The study was conducted among leaders and members of a Pathfinder Club. The research followed an initial exploratory phase to identify participants and analyze the local context and its challenges, followed by an intervention consisting of educational workshops designed to develop feasible and applicable solutions. When questioned about various aspects related to the health and well-being of their subordinates, the leaders highlighted the significant impact of interpersonal relationships on adolescent development. To address these challenges, an educational game supported by a practical guide—previously co-developed with Pathfinder leaders—was implemented. This approach proved effective in assisting the resolution of identified challenges. The subordinates, in this case, the Pathfinders, reported feeling welcomed when sharing their concerns and experiences with their leaders. They demonstrated active engagement in the proposed activities, expressing a greater understanding of their own personal history and recognizing necessary changes for their development, particularly regarding interpersonal relationships. The findings suggest that the use of educational technologies fosters spaces for dialogue and active listening, enabling participants to voice their experiences, reflect on their realities, and take an active role in their personal and social development. Furthermore, these technologies encourage the practical application of acquired knowledge. It is concluded that educational technologies can be effectively integrated into various educational settings, provided that both educators and learners are actively engaged in the process.

Keywords: Interpersonal Relationship 1, Educational Technology 2, Health Education 3.