Titre : Education for sustainable health as a lever for social transformation Auteurs : Jacqueline Descarpentries, Revue : Educations Numéro : Issue 1 Volume : 2 Date : 2019/04/1 DOI : 10.21494/ISTE.OP.2019.0370 ISSN : 2632-590X Résumé : This article is based on a strong central thesis: the social and political use of public health research leads to the observation that there can be no health education devices conducive to sustainable development without cognitive justice to the extent that epistemology is the primary source of inequality in the areas of education, health, or sustainable development. To clarify this thesis, the article is a first step in a long reflection that attempts to answer the following question: How, how far and how the epistemologies of the South are a reading grid relevance for the construction of an education for sustainable health? To begin this process, an initial response is devoted to a series of questions around the critique of dominant euro-centered epistemologies in the North by questioning the episteme of public health research as soon as it makes a social and political use of information, education in the field of public health and sustainable development. Éditeur : ISTE OpenScience