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SAÚDE DA MULHER E EDUCAÇÃO: SABERES, PRÁTICAS E POLÍTICAS PÚBLICAS.

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Bibliographic Details
Title: SAÚDE DA MULHER E EDUCAÇÃO: SABERES, PRÁTICAS E POLÍTICAS PÚBLICAS.
Alternate Title: WOMEN'S HEALTH AND EDUCATION: KNOWLEDGE, PRACTICES, AND PUBLIC POLICIES.
Authors: Ferreira Brito Rodrigues, Beatriz Aline1, Frazão, Cristiane Teles2, Alves Desidério, Bárbara Monique3, Ferreira Passos, Letícia Araújo4, Santos, Larissa Barbosa5, Lima Cavalcante, Brendha Daminelle6, Martins Júnior, Leonidas Nelson7
Source: Revista Gênero e Interdisciplinaridade. 2026 Supplement, Vol. 7, p40-48. 9p.
Subject Terms: *Health education, *Government policy, *Learning, Women's health, Gender identity, Health equity, Social justice, Social marginality
Abstract (English): This article aims to analyze the interrelationships between women's health, educational practices, and public policies, based on a narrative review of academic productions published between 2022 and 2025. The research identifi ed health education experiences aimed at different groups of women, considering markers such as territory, class, race, gender identity, and context of social vulnerability. The analysis of the texts allowed the construction of two thematic categories: (1) Health education as an emancipatory tool: women's voices, bodies, and practices; and (2) Challenges and invisibilities in public health policies for women in vulnerable contexts. The results demonstrate that health education, when guided by dialogue, active listening, and the valuing of popular knowledge, contributes to strengthening women's autonomy and protagonism. On the other hand, persistent limitations in public policies are evident, which still reproduce models centered on motherhood and neglect the diversities of gender, race, and territory. It is concluded that the effective implementation of comprehensive women's health care depends on the articulation between transformative educational actions, inclusive policies, and practices committed to equity and social justice. [ABSTRACT FROM AUTHOR]
Abstract (Portuguese): Este artigo tem como objetivo analisar as inter-relações entre saúde da mulher, práticas educativas e políticas públicas, com base em uma revisão narrativa de produções acadêmicas publicadas entre 2022 e 2025. A pesquisa identifi cou experiências de educação em saúde voltadas para diferentes grupos de mulheres, considerando marcadores como território, classe, raça, identidade de gênero e contexto de vulnerabilidade social. A análise dos textos permitiu a construção de duas categorias temáticas: (1) Educação em saúde como ferramenta emancipatória: vozes, corpos e práticas femininas; e (2) Desafi os e invisibilidades nas políticas públicas de saúde para mulheres em contextos de vulnerabilidade. Os resultados demonstram que a educação em saúde, quando pautada pelo diálogo, pela escuta ativa e pela valorização dos saberes populares, contribui para o fortalecimento da autonomia e do protagonismo das mulheres. Por outro lado, evidenciam-se limitações persistentes nas políticas públicas, que ainda reproduzem modelos centrados na maternidade e negligenciam as diversidades de gênero, raça e território. Conclui-se que a efetivação do cuidado integral à saúde da mulher depende da articulação entre ações educativas transformadoras, políticas inclusivas e práticas comprometidas com a equidade e a justiça social. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:This article aims to analyze the interrelationships between women's health, educational practices, and public policies, based on a narrative review of academic productions published between 2022 and 2025. The research identifi ed health education experiences aimed at different groups of women, considering markers such as territory, class, race, gender identity, and context of social vulnerability. The analysis of the texts allowed the construction of two thematic categories: (1) Health education as an emancipatory tool: women's voices, bodies, and practices; and (2) Challenges and invisibilities in public health policies for women in vulnerable contexts. The results demonstrate that health education, when guided by dialogue, active listening, and the valuing of popular knowledge, contributes to strengthening women's autonomy and protagonism. On the other hand, persistent limitations in public policies are evident, which still reproduce models centered on motherhood and neglect the diversities of gender, race, and territory. It is concluded that the effective implementation of comprehensive women's health care depends on the articulation between transformative educational actions, inclusive policies, and practices committed to equity and social justice. [ABSTRACT FROM AUTHOR]