Social Analysis Concept: Dialogic Praxis
Dr. M. waseducated in the 1990s in an interdisciplinary curriculum encompassing medicine, social sciences, and psychodynamic principles.
This approach encourages clinicians and patients to analyze symptoms such as anger, agitation, or anxiety not solely as internal problems but also as meaningful responses to external stressors.
Therapeutic strategies encourage patients to explore their symptoms’ significance, which requires in-depth knowledge of their relationships and social environments.
Clinicians sometimes work in schools, with families, and with community organizations to facilitate problem solving and learn more about their patients’ environments.
Clinicians with furthertraining in social epidemiology and social medicine — specialties that, in Brazil,emphasize structural determinants of health — consider stressors associated with socioeconomic inequity and social conflict to be key.
The social theories underpinning clinicians’ training emphasize the importance of “dialogic praxis,” a theory of learning and social change developed by Brazilian educator and philosopher Paulo Freire. Freire decried what he called “banking” forms of pedagogy, in which students are treated like banks and teachers deposit knowledge for passive learning and later withdrawals. Dialogicpedagogy, by contrast, raises students’ and teachers’ critical awareness by creating conditions for learning through open, democratic dialogue.
According to Freire, dialogic approaches must be praxis-oriented: students and teachers must act on their environments in order to produce new understandings of their social and personal realities, and they must transform those realities by means of further action and reflection.
provided by NEJM