Critical points of postmodern education in health sciences from the Argentine reality

Abstract

Introduction: the shift from modern to postmodern education has been a central point of debate surrounding the critical issues that allow for new readings and interpretations of local and regional realities.

Objective: to characterize the critical issues of postmodern education in relation to the health sciences, with special attention to the Argentine context.

Development: this study employed a qualitative, historical-documentary, and hermeneutic-interpretive approach, analyzing relevant primary and secondary sources. External and internal critiques were applied to the documents to ensure their validity and reliability. The content relationships identified revealed that postmodern education in the health sciences prioritizes the plurality, diversity, and contextualization of knowledge, redefining education as situated, personalized processes that aim to enhance the expected capabilities of students in health science programs. The contradictions between epistemological and andragogical constructs present themselves as opportunities to integrate critical, technical, and community-based approaches, fostering educational innovation, interdisciplinarity, and the construction of meaningful knowledge. The incorporation of agile teaching methods represents a decision to refine the central resource for addressing the complexity and diversity of educational contexts aligned with the curriculum.

Conclusions: it is crucial to embrace the synergies and entropies that tend to transform the educational system toward a flexible, participatory, critical, and adaptive model, consolidating an inclusive, contextualized education capable of forming autonomous, critical, and socially responsible individuals in their role as future actors in the field of health.