Dal paradigma biomedico alla pluralità epistemica: il contributo della prospettiva pedagogica nell’approccio alla malattia

While recognising the value of a multidisciplinary approach, research and practices in the healthcare field remain predominantly anchored to a biomedical paradigm, reserving only marginal space for other perspectives oriented towards exploring illness. This results in fragmentation of experience with a dispersion of related knowledge that limits the possibilities for intervention. This contribution aims to explore how a pedagogical reinterpretation of illness, through an inclusive epistemological and methodological approach, can promote epistemic plurality and interdisciplinary dialogue. The pedagogical perspective allows the emergence of experiential knowledge rooted in the practices of illness and disease management developed by the various actors involved, promotes critical integration between experiential and disciplinary knowledge, and analyses, at a meta-level, the processes of learning production in order to reconfigure them to promote cooperative learning, innovation in healthcare contexts and, consequently, improvement in patients’ quality of life.