Bioethical Reflections on the UN 2030 Agenda and its …
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To carry out these tasks, the Pan American Health Organization (PAHO 2012)
has proposed to strengthen the coordination between regional bioethics programs,
the Ethics Unit of the World Health Organization (WHO), regional bioethics collaboration centers, and the Bioethics Program of the United Nations Educational,
Scientific, and Cultural Organization (UNESCO). The PAHO/WHO is in agreement
with UNESCO on the importance of having independent, multidisciplinary, and
multicultural bioethical commissions that may serve as advisory bodies, contribute
information to decision-making processes, and lead public debates on bioethics topics. The PAHO has proposed to combine efforts with UNESCO to support national
bioethics commissions (PAHO 2012; UN 2015).
A broad look at these interrelationships reveals their interconnection with health
promotion (HP), the definition of which is founded on the broad concept of health
from an ecological, integral, and sustainable perspective.
Currently, the idea of health promotion involves a series of values: life, solidarity,
equity, citizenship, sustainable development, autonomy, and participation, among
others. It requires a series of strategies to formulate healthy public policies, manage
public and private resources, and refocus health services through an ecological lens.
HP refers to the strengthening of individual and collective capacities in order to
fortify the way in which different organizations address the multiple health-related
factors in their communities in a way that builds autonomy among individuals in
terms of habits, lifestyles, and the environment. The role of HP is to make it so that
health-related measures are planned and operationalized based on basic bioethical
principles associated with respect for autonomy and the well-being of individuals
and populations (Carlotto and Dinis 2018a, b).
Bioethics as a Reflective and Inclusive Tool in Health Promotion for Teachers
in Higher Education: Alignment with the 2030 Agenda.
From a global and political perspective, the objectives defined by the Ottawa Charter (WHO 1996) are the guiding axis regarding HP. HP is considered an essential
component of life and is a process by which all people can achieve higher levels of
autonomy and competence to manage their health (Allegrante 2015; Dias and Gama
2016; Kerr 2012; Stokols 2013).
Thirty years ago, the Ottawa Charter for Health Promotion (WHO 1996) retrospectively recognized the need to provide people with tools to empower them to
manage and improve their health and well-being, thus ensuring healthy and sustainable environments. In 2016, the Ninth Global Conference on Health Promotion in
Shanghai (WHO 2015), the theme of which was “Health Promotion: Sustainable
Development Objectives,” reaffirmed the timely and necessary commitment on the
alignment between policies and actions associated with HP as established by the
Ottawa Charter. The theme “Health for All” encourages the involvement of all individuals in a new global partnership in order to achieve this transformative agenda.
Typical examples of HP intervention strategy programs are represented in context of
education. This initiative initially referred to as “Healthy Schools,” though it is now
known as “Health Promoting Schools,” and has spread to university systems known
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To carry out these tasks, the Pan American Health Organization (PAHO 2012)
has proposed to strengthen the coordination between regional bioethics programs,
the Ethics Unit of the World Health Organization (WHO), regional bioethics collaboration centers, and the Bioethics Program of the United Nations Educational,
Scientific, and Cultural Organization (UNESCO). The PAHO/WHO is in agreement
with UNESCO on the importance of having independent, multidisciplinary, and
multicultural bioethical commissions that may serve as advisory bodies, contribute
information to decision-making processes, and lead public debates on bioethics topics. The PAHO has proposed to combine efforts with UNESCO to support national
bioethics commissions (PAHO 2012; UN 2015).
A broad look at these interrelationships reveals their interconnection with health
promotion (HP), the definition of which is founded on the broad concept of health
from an ecological, integral, and sustainable perspective.
Currently, the idea of health promotion involves a series of values: life, solidarity,
equity, citizenship, sustainable development, autonomy, and participation, among
others. It requires a series of strategies to formulate healthy public policies, manage
public and private resources, and refocus health services through an ecological lens.
HP refers to the strengthening of individual and collective capacities in order to
fortify the way in which different organizations address the multiple health-related
factors in their communities in a way that builds autonomy among individuals in
terms of habits, lifestyles, and the environment. The role of HP is to make it so that
health-related measures are planned and operationalized based on basic bioethical
principles associated with respect for autonomy and the well-being of individuals
and populations (Carlotto and Dinis 2018a, b).
Bioethics as a Reflective and Inclusive Tool in Health Promotion for Teachers
in Higher Education: Alignment with the 2030 Agenda.
From a global and political perspective, the objectives defined by the Ottawa Charter (WHO 1996) are the guiding axis regarding HP. HP is considered an essential
component of life and is a process by which all people can achieve higher levels of
autonomy and competence to manage their health (Allegrante 2015; Dias and Gama
2016; Kerr 2012; Stokols 2013).
Thirty years ago, the Ottawa Charter for Health Promotion (WHO 1996) retrospectively recognized the need to provide people with tools to empower them to
manage and improve their health and well-being, thus ensuring healthy and sustainable environments. In 2016, the Ninth Global Conference on Health Promotion in
Shanghai (WHO 2015), the theme of which was “Health Promotion: Sustainable
Development Objectives,” reaffirmed the timely and necessary commitment on the
alignment between policies and actions associated with HP as established by the
Ottawa Charter. The theme “Health for All” encourages the involvement of all individuals in a new global partnership in order to achieve this transformative agenda.
Typical examples of HP intervention strategy programs are represented in context of
education. This initiative initially referred to as “Healthy Schools,” though it is now
known as “Health Promoting Schools,” and has spread to university systems known