Prospettive Educative in Sanità: Costruire il Well-Being tra Competenze Situate e Bisogni Umani

Every professional and socio-health practice is rooted in an "epistemic gaze," an educational space that defines the relationship between the subject and the surrounding world and between systems of belonging (Bronfenbrenner, 1979). Currently, healthcare training and governance are dominated by a positivist and neoliberal paradigm (Giroux, 2018) that reduces reality to objective data and pursues profitdriven logics, neglecting the patient's subjective and valuing experience. This contribution analyzes the limitations of this vision, contrasting it with interpretative, critical-emancipatory, and post-critical approaches. It seeks to move beyond the conception of illness as a mere biological fact to "embrace" it as a biographical and autobiographical experience of health education, valuing the individuality and subjectivity of each Patient-Person. This is achieved through the art of "caring" rather than merely "curing" the sick, grounded in the philosophy of care (Mortari, 2015; Zannini, 2023). The epistemic gaze and educational attention in the healthcare field become focal points and perspectives for the current pedagogical debate, leading patients, doctors, and socio-health workers to move beyond a utilitarian approach linked to GDP and the status quo. Instead, they recognize the social, ethical, and educational nature of resources, the caring relationship, and the perspectives aimed at the construction of Well-Being, Medical Humanities, and Welfare Policies. This represents the education challenge of human needs caught between current contrasting perspectives.