Advanced Diploma in International Health Management and Policies and Health Sovereignty

CLASS 1: Modern Scientific Thought in Health: From Biomedicine to Public Health . Teaching Coordinator: Gonzalo Basile (FLACSO RD - CLACSO) and Odeth Santos (UNAM, Mexico)

Content 

Modern Scientific Thought in Health – Gears of Clinical Biomedicine and the Biomedical Model. Functional Empirical Paradigm in Public Health – Functionalist Public Health – Hygienism and European/Latin American Social Medicine – Anglo-Saxon Preventive Medicine – Community Health – The New “Neoliberal” Public Health.  

Objectives 

- To understand the epistemic-theoretical processes and foundations in the construction of modern scientific thought in health

- Identify the relationship between the process of capitalist expansion and the expansion of the clinical biomedical model towards a functionalist public health in Latin America and the Caribbean.

- To study this relationship through various historical cases and the understanding of health-disease processes in Center and Periphery: yellow fever, malaria, hookworm and cholera, among others.

CLASS 2: Foundations of Latin American Critical Thinking in Health for the 21st Century . Teaching Coordinator: Gonzalo Basile (FLACSO, CLACSO) and Oscar Feo (Venezuela)

Content 

Intersections between Social Sciences, Health Sciences, and Latin American and Caribbean Critical Thought. Critical Theory(ies) in Health of the 20th and 21st Centuries. Foundations of 20th-Century European/Latin American Social Medicine and Brazilian Collective Health. Foundations of Latin American Critical Thought in Health from the Global South. Epistemologies of Abya Yala.  

Objectives: 

- To understand the foundational epistemic intersections of Latin American and Caribbean critical thought on Health in the 21st Century

- Identify the various currents of critical theory(ies) in health in the 20th and 21st centuries in Latin America and the Caribbean

- Study the theoretical framework of health determination, identifying the differences with the concept of determinants and risk factors.

CLASS 3: Decolonizing Gender and Health Studies. Towards Decolonial, Black, and Community Feminisms in Health from the Global South 

Academic Coordinators: Odeth Santos (UNAM, Mexico), Roberta Godim (FIOCRUZ, Brazil). Guest Professors: Yuderkys Espinosa Miñoso (Dominican Republic) and Ochy Curiel (UNC, Dominican Republic)

Content 

Feminist Theories and Decolonial Feminism – Approach and Perspectives of Gender Studies in Health. Intersectionality. Critical Theory of Ethnicity, Gender, Social Class and Health. 

Goals :

- Identify the hierarchical orders established by colonialism, modernity, capitalism and patriarchy.

- To address the foundations of the theories of Anglo-Saxon Eurocentric feminism and of decolonial, black and community feminisms of the South.

- Identify the differences between sexuality and the coloniality of gender. - Recognize the cycles of expansion of colonialism, capitalism, and patriarchy in the approach to gender studies in health.

- Racism as a public health problem and the racialization of the health of black, indigenous, and peripheral women.

CLASS 1: Introduction to Critical Epidemiology  

Course Coordinator: Oscar Feo (Venezuela). Guest Lecturer: Jaime Breilh (Ecuador) 

Content 

The evolution of the field of Epidemiology: theories, perspectives, and approaches. Critical/sociocultural epidemiology for the study of health-disease-care processes.  

Objectives 

- To understand the field of epidemiology, its theories, approaches, and paradigms. - To reflect on the application of critical and sociocultural epidemiology to the study.

CLASS 2: Design and Epidemiological Studies 

Coord. Teacher: Naomar Almeida Filho (Brazil) and Pedro Luis Castellanos (Dominican Republic)  

Content 

Epidemiological measures. Study design. Combined studies. Qualitative and quantitative methodology. Social research in public health. 

Goals :

- To study methodological strategies from the perspective of Latin American epidemiology - To understand the types of epidemiological study designs

CLASS 3: Epidemiology of Cities.  

Teaching Coordinator: Gonzalo Basile - Guest Professor: Luisa Iñiguez (Cuba) 

Content 

Urban planning, inequality, and health. Epidemiology of cities. The right to the city. Critical geography - Social geography - Theories of space 

Goals :

- To understand the field of epidemiology and health in cities.

- To problematize the theories of space and social geography for the field of critical epidemiology

- To understand the study of urbanism and the ways and communities of life with their critical epidemiological profiles

CLASS 1: Health as a colonial and international issue. From health colonialism to the public health of the modern state.  

Teaching Coordinator: Gonzalo Basile (FLACSO RD) 

Content :

The evolution of health as a colonial and international issue: origin, characteristics, and dimensions. Early 20th century: the emergence of International Health in our continent, cholera versus yellow fever, militarization of colonial biomedicine. Colony, Disease, and Trade. Foundational framework for health issues in the colonial and international context. 

Objectives 

- To understand the historical processes that positioned health as a colonial and international issue, and its relationship with colonialism and capitalism in the Centre and Periphery.

CLASS 2: Pan American International Health (SIP): Pan American Doctrine and Theory of Health Development 

Teaching Coordinator: Gonzalo Basile (FLACSO-CLACSO) 

Content 

Pan-Americanism Theory – Development and Health Theory – Pan-American International Health: meanings and historical trajectories. Epidemics and endemics, borders and nation-states. Foreign policy, intergovernmental relations, and global actors in Pan-American health.

Objectives 

- Recognize the conceptual foundations of Pan American International Health - Analyze the theory of health development in Latin America and the Caribbean

- To delve deeper into the transformations produced in nation-states and health systems within the framework of Pan-Americanism and health development.

- Identify the different historical stages and paradigms of the Pan-American health doctrine since its birth in 1902.

- Relate this context to the creation, development and current role of PAHO/WHO in Latin America and the Caribbean

- Identify the different historical stages and paradigms of the World Health Organization (WHO) since its birth in 1948.

CLASS 3: Liberal Global Health (LGH). Globalization and the acceleration of the commodification of life. 

Teaching Coordinator: Gonzalo Basile (FLACSO-CLACSO) and Oscar Feo (Venezuela) / Guest Lecturer: Anne Emmanuel Birn (Canada) 

Content 

The foundations of structural change in the health sector – Neoliberal globalization and the emergence of global health – Global health: meanings and historical trajectories, key dimensions, and new global actors – The role of human rights and gender in the transition from Pan-American international health to liberal global health – Philanthrocapitalism – Geopolitics of global health security – Crisis of the West and the current neoliberal global health agenda.  

Objectives 

- Analyze the emergence and expansion of the concept of Global Health with its Actors, contents, agenda and geopolitics.

- To understand the implications of philanthrocapitalism on global health and health security . - To critically examine the Sustainable Development Goals (SDGs) and the previous Millennium Development Goals (MDGs), particularly those related to the health sector. This includes reviewing the perspectives from which these agendas are constructed, their geopolitics, and their purpose and rationale.

- To study the development of the Medical-Industrial-Pharmaceutical-Financial Complex (CMIFF) and the acceleration of financialization and profit in health

CLASS 1: International Determinants of Health 

Teaching Coordinator: Gonzalo Basile (Argentina). Tahina Ojeda (UCM, Spain) 

Content 

International Determinants of Health. International Epidemiology as a field of geopolitical action, public policy, and knowledge: South-South / North-South / Global Directionality? Conceptual Frameworks and Analytical Models. 

Objectives 

- To characterize and study the International Determinants of Health category.

CLASS 2: Health from the South: Towards a Decolonial and Epistemological Turn . Coordinator: Gonzalo Basile. Guest Professor: Rafael Bautista (Bolivia)

Content 

Theorizing and implications of Health from the Global South. Dimensions, principles, and central theses. Differences between decolonial and postcolonial perspectives. The four flows and epistemic transitions of Health from the Global South. Decolonial critical theories of Abya Yala.  

Objectives 

- Recognize the epistemic foundations of Health from the South.

- Describe the dimensions of Health from the South: Coloniality of Power and Knowledge, Health Dependency, and from a North-South geopolitics to a South-South one - Problematize the conceptual-methodological implications and epistemic ruptures of Health from the South and the regional Health Sovereignty strategy.

CLASS 3: Regional Integration and the Health Sovereignty Strategy . Teaching Coordinators: Gonzalo Basile (Argentina) and Luanda Lima (Brazil). Guest Lecturer: Nayar Lopez (Mexico)

Content 

Theory of Autonomy and Regional Integration. Dependency and Disconnection Theory. Main Latin American and Caribbean intellectual traditions and their contribution to the regionalization of public policies, especially in international health. Regional integration for health sovereignty: as a strategy, policy, tensions, challenges, and limitations. Development of various regional health initiatives such as MERCOSUR, UNASUR, the Andean Community (ORAS), SICA-COMISCA, CARICOM, ALBA, and CELAC: differences and points of convergence. Case study of UNASUR Health: its contributions and limitations in terms of attempts to build a new health diplomacy from the Global South. 

Objectives 

- Understanding the progress and challenges in the Health Sovereignty strategy: the role of regional integration and South-South networks.

- To reflect on the main Latin American and Caribbean intellectual traditions and their contribution to regional policy, especially in the field of health. - To understand and analyze regional integration processes, tensions, and limitations, and to identify the formation of different regional blocs, their main characteristics, and objectives. The impacts of regional lack of coordination in the fields of health geopolitics and epidemiology.

CLASS 1: Structural Change in the Health Sector and Cycles of Neoclassical Reforms to Health Systems 

Academic Coordinator: Antonio Hernández (El Salvador). Other guest professors. Contents

The process of constructing theories, agendas, and policy cycles for reforms to Social Security and Health Systems in Latin America and the Caribbean. Pension Systems. Social Protections. Role of international organizations: World Bank, IDB, IMF, and PAHO/WHO. Structural Change in the Health Sector. Theory of Structured Pluralism. Universal Health Coverage and Health Insurance Systems. Case Studies: Chile, Colombia, Peru, Dominican Republic, and Mexico. 

Objectives

- To relate the health sector reform agenda to the 1st and 2nd State Reforms. - To understand the components of the updated global agenda for social risk management, the theory of structured pluralism, and its relationship to current reforms in health and social security systems.

- Identify the roles and functions of multilateral organizations such as the World Bank, IDB, PAHO/WHO, and international cooperation agencies in health system reform policies

CLASS 2: Critical Studies of the Refounding of Health Systems for the 21st Century. Teaching Coordinator: Gonzalo Basile (Argentina).

Content 

Redefining the Purpose and Why of Health Systems. Dimensions of Health Systems in the 21st Century. Critical Studies for the Refounding of Health Systems. Decolonization of the State, Decolonization of Health Systems Theories and Policies. Universal and Intercultural Health Systems. 

Objectives 

- Understand the foundations of the decolonization of the State and of theories and policies of Health Systems.

- To problematize the purpose and reasons for Health Systems in the 21st Century - To reflect on Universal Systems in the 20th Century and Universal and Intercultural Health Systems in the 21st Century

- To study the epistemological foundations of Critical Studies for the Refounding of Health Systems

CLASS 3: New Organizational and Territorial Architectures of Health Systems: From the Myth of Primary Health Care to Comprehensive and Intercultural Health Care

Teaching Coordinators: Oscar Feo (Venezuela) – Antonio Hernández (El Salvador) – Marco Valencia (Bolivia) – Juan Carlos Verdugo (Guatemala) 

Content 

Organizational Models of Biomedical Curative Care – Production of Health Care – Care Spiral – Primary Health Care – Comprehensive Care – Health Networks – Territories and Systems-Network 

Objectives 

- Identify the organizational models of curative-assistance biomedical care - Understand the components of the comprehensive preventive-promotional strategies: Subject-Family-Community-Territory

- Study the coloniality of the PHC strategy as a policy for the Global South - Analyze the differences between Primary Health Care and Comprehensive and Intercultural Health and Life Care.

- Study the territorial construction of Network Systems

You must be registered in the CLACSO Single Registration System (SUIC) and enter your username and password. If you are not registered, click here . To access the registration form, click the "Register" button on the webpage of the Diploma program you are interested in.

Upon completion of the registration process, you will receive a confirmation in your email.

Classes will begin in April and will conclude in July 2025.

From June 9 to 13, 2025, our 10th Latin American and Caribbean Conference of Social Sciences will take place in Bogotá, Colombia. #CLACSO2025 (more information here ). To ensure everyone's participation, we have planned a break from training activities during that week.

All registered participants will receive on the first day of activities the necessary instructions to access the classes, bibliography and discussion forums through the CLACSO Virtual Training Space.

Accessing and navigating the Virtual Learning Environment is very simple and user-friendly. In any case, a technical and academic support team will always be available. For inquiries, you can write to [email protected]

You must send an email with the request to [email protected] and we will send you the requested certificate as soon as possible.

Exceptional Criteria: In exceptional cases, and within the first 20 days of the start of the Advanced Diploma program, students may write to [email protected] requesting to withdraw and stating the reasons. After evaluation of the case, a response will be sent to the request. If approved, the student may resume the Advanced Diploma program if a new cohort is offered the following year. After this period has elapsed since the start of the course, no requests will be accepted.

Money paid will only be refunded in cases where the organizing institutions decide to cancel the activity. 

Yes, the advanced diploma is certified by CLACSO. The diploma will be sent digitally and is completely free of charge.

Payment can be made in one installment, by credit card or bank transfer. We also offer the option of paying in 3 installments.

Yes. There will be discounts for students belonging to CLACSO Member Centers and CLACSO Associated Centers, for CLACSO Associate Researchers, and for all those who pay within the discount period.

You can check if you belong to a member center here: 

https://www.clacso.org/institucional/centros-asociados/

The Advanced Diploma program integrates a dynamic of asynchronous and synchronous classes. Classes are primarily asynchronous. The schedule for synchronous sessions will be communicated by the Diploma coordinator at the beginning of the program, and participation in these sessions is not a prerequisite for passing the program.