Promoção da Literacia em Saúde Ambiental e Ocupacional
Learning outcomes of the curricular unit
- To develop theoretical, conceptual and methodological fundaments necessary to understand the relationship between health, environment and development processes, as well as their impacts on individuals’ and specific population groups’ health, such as workers;
- To present and advance on the concept of health promotion, evidencing its application to environmental and occupational health problems;
- To present and advance on the concepts of health literacy and environmental health literacy as constitutive elements of health promotion achievement in environmental and occupational health;
- To develop capacities among students to understand the processes of social and environmental determination of health and the strategic role of promoting environmental and occupational health in reducing local and/or regional inequities.
Weekly - Available soon
Total - 16
Requirements for frequency
Holder of a higher education degree, Portuguese (spoken and written) and English (reading) skills.
· Frumkin, H. (2016) Introduction. In: H Frumkin, Environmental health: from global to local. Hoboken: John Wiley & Sons.
· Sparks, K., Faragher, B., & Cooper, C. L. (2001). Well‐being and occupational health in the 21st century workplace. Journal of occupational and organizational psychology, 74(4), 489-509.
· Macik-Frey, M., Quick, J. C., & Nelson, D. L. (2007). Advances in occupational health: From a stressful beginning to a positive future. Journal of Management, 33(6), 809-840.
· Buss, P. M. (2000). Promoção da saúde e qualidade de vida. Ciência & saúde coletiva, 5, 163-177.
· Kreuter, M. W., De Rosa, C., Howze, E. H., & Baldwin, G. T. (2004). Understanding wicked problems: a key to advancing environmental health promotion. Health education & behavior, 31(4), 441-454.
Teaching methodologies (including evaluation)
- Active and participative learning, with mandatory reading of the basic texts and discussion of the topics with application to the local and regional realities of the students’ residency and work locals
- Mediated activities in virtual learning environment, with discussion in chat and organization of weekly forum
- Individual project, based on template previously elaborated, for the appropriation of the theoretical and methodological elements presented during classes
- Seminars for the presentation of collectively developed projects and discussion with other colleagues and teacher(s)
- Participation in classes (20%)
- Oral presentation of group project in seminar (30%)
- An intervention project (written individual work) containing the application of the environmental health promotion to a problem situation existing in the student’s place of work and / or residence (50%).
- Relationship between health, work and environment in the development process;
- The theoretical, historical and methodological construction of the health promotion concept;
- The concepts of health literacy and environmental health literacy and its different approaches;
- Social and environmental determinants of health and the challenges of overcoming inequities in the different territories;
- The construction of the environmental and occupational health promotion concept as a strategy for overcoming local and / or regional inequities;
- Case studies: the prevalence of tuberculosis in areas with unhealthy housing conditions, resistance to vaccination and re-emergence of communicable diseases, health promotion in workplaces, occupational and environmental exposure to pesticides, health promotion in areas affected by major technological developments, among others.
Programs where the course is taught: