HEALTH LITERACY: POSSIBLE DIALOGUES BETWEEN PSYCHOLOGY AND EDUCATION

Abstract

This paper examines health literacy within the field of Educational Psychology from the perspective of a dialogical practice that enables individuals to develop personal, cognitive, and social skills, empowering them to engage in self-care and make informed health-related decisions. The study addresses the following research question: How can health literacy be constituted as a dialogical practice within the field of Educational Psychology? Its primary objective is to discuss the potential for a dialogical approach to health literacy, grounded in the principles of psychological education committed to fostering individuals who are critical, reflective, and aware of their role in society. The methodological approach consists of a bibliographic literature review. Subsequently, the study discusses the challenges and potentialities of health literacy. Finally, it proposes pathways for incorporating health literacy education into Educational Psychology. The findings indicate that health literacy has remained a prominent topic since the 1970s and that the most appropriate contemporary approach involves integrating health literacy into educational practices informed by Educational Psychology. Such an approach promotes learning experiences that equip individuals with the skills necessary to understand, evaluate, and make informed decisions regarding self-care and their own health.