Health in School Program: From training processes to practice scenarios

Authors

  • Mirna Neyara Alexandre de Sá Barreto Marinho Enfermeira, mestre em ensino na saúde pela Universidade Estadual do Ceará (UECE) – Fortaleza (CE) / Membro técnico do Grupo de Pesquisa Clínica, Cuidado e Gestão em Saúde (GPCLIN) da Universidade Regional do Cariri (URCA) – Crato (CE)
  • Neiva Francenely Cunha Vieira Enfermeira, PhD. Bolsista de produtividade do CNPQ (nível 2), Professora titular da Universidade Federal do Ceará (UFC) – Fortaleza (CE)
  • Heraldo Simões Ferreira Educador físico, PhD. Professor adjunto da UECE - Fortaleza (CE)
  • Alice Maria Correira Pequeno Geóloga, doutora em saúde pública. Professora permanente do Curso de Mestrado Profissional Ensino na Saúde (CMEPES) da UECE - Fortaleza (CE)
  • Itamara da Costa Sousa Enfermeira, mestre em enfermagem. Professora da Faculdade Estácio - Juazeiro do Norte (CE)
  • Antônia Priscila Pereira Enfermeira, mestranda em enfermagem. Membro do Grupo de Pesquisa em Saúde Coletiva (GRUPESC) da URCA – Crato (CE)
  • Aretha Feitosa de Araújo Membro técnico do Grupo de Pesquisa Clínica, Cuidado e Gestão em Saúde (GPCLIN) da Universidade Regional do Cariri (URCA),/ 8Enfermeira, mestre em ensino na saúde pela UECE. Doutoranda do Programa de Pós-Graduação em Cuidados Clínicos em enfermagem e saúde da UECE– Fortaleza (CE)
  • Maria de Fátima Antero Sousa Machado Enfermeira, Doutora em enfermagem. Professora associada da URCA - Líder do GRUPESC da URCA

DOI:

https://doi.org/10.7322/jhgd.147219

Keywords:

School health, Health promotion, Adolescent, Continued education

Abstract

Introduction: The Health in School Program (PSE) is an intersectoral policy between the ministries of health and education with the perspective of integral attention (prevention, promotion and attention) to the health of children, adolescents and young people in basic public education, within the framework of schools and basic health units. It has five structural components to be developed by professionals, who need ongoing training to reach their goals and goals.

Objective: To analyse the training process of PSE health and education professionals.

Methods: Qualitative research, based on the theoretical framework of Paulo Freire, whose epistemological categories were compiled by Ecco (reading of the world, significant themes, dialogue, curiosity and problematization). Collection of data was conducted through an interview with 45 professionals and analysed.

Results: The reading of the world in relation to the training was permeated with doubts regarding the work with the adolescents. Regarding the significant themes, they expressed an interest in studying some content for the particularities of this publication. The dialogue was encouraged in the transfer of the information and determinations established by management. As for the curiosity, the professionals pointed out uncertainties about the continuity of the actions of the programme and reported learning needs that were not contemplated. The problematization was not evident in the speeches.

Conclusion: There are gaps in the professional formation in the PSE for an action that considers the promotion of health in adolescents.

 

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Published

2018-06-26

Issue

Vol. 28 No. 2 (2018)

Section

Artigos Originais

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