Health promoting schools

Authors

  • Vanessa Cardoso IELUSC; Associação Educacional Bom Jesus
  • Ana Paula dos Reis IELUSC; Associação Educacional Bom Jesus
  • Solange Abrocesi Iervolino IELUSC; Associação Educacional Bom Jesus

DOI:

https://doi.org/10.7322/jhgd.19872

Keywords:

Health, Health promotion, Health education, Health promoting schools

Abstract

This work was developed in the municipality of Araquari. Twenty-two teachers from two schools in the municipality participated in the survey. The schools are located in the catchment area of two teams of the family health strategy. The objective was to propose a process of continuing education so that schools become health promoters, through the identification of the teachers' perception regarding the topics: health, health promotion and education, and the need for qualification in the same themes. The tool used for data collection was a semi-structured questionnaire, with open and closed questions; the answers were analyzed through the method of thematic analysis proposed by Minayo. It was possible to see that the teachers' concept of health is limited to physical well-being, and that their concept of health education is restricted to the transmission of information about hygiene care. Teachers are interested in receiving qualification in issues related to diseases. Moreover, there is no strategy for addressing the risks found in the school environment, despite the fact that the physical space is identified by the teachers as inadequate and as the main reason for accidents. Therefore, the authors believe that there is immediate need for a process of continuing education, so that teachers can expand their concepts of health and work with the principles of the Health Promoting School, in support of the quality of life of all who attend the school environment.

References

Buss PM. Uma introdução ao conceito de promoção da saúde. In: Czeresnia D. (Org); Freitas CM,(Org). Promoção da saúde: reflexões, conceitos, tendências. Rio de Janeiro (RJ): FIOCRUZ, 2003. p. 15-49.

Buss PM. Promoção de saúde e qualidade de vida. [periódico on-line]. 2007.[acesso em 02 out 2007]. Disponível em http://www.scielo.br/pdf/csc/v5n1/7087.pdf

Brasil. Ministério da Saúde. Departamento de Atenção Básica. Política nacional de atenção básica. Brasília, 2006.

Silva CS. Escola Promotora de Saúde: uma visão critica da saúde escolar. In: Sociedade Brasileira de Pediatria. Cadernos de Escolas Promotoras de Saúde. São Paulo (SP),1997. p. 14-20.

Brasil. Ministério da Saúde (BR). Secretaria de Políticas de Saúde. As Cartas da Promoção da Saúde. Brasília: Ministério da Saúde, 2002.

Oliveira DG. O professor alfabetizador como multiplicador de saúde.[periódico on-line]. 2001. [acesso em 28 abr.2007]. Disponível em: http://www.unoesc.br/site/comunidade/comprojetos2.asp

Brasil. Ministério da Saúde (BR). Departamento de Atenção Básica. Guia prático do Programa de Saúde da Família. Rio de janeiro (RJ): Ministério da Saúde; 2001.

Gil AC. Métodos e técnicas de pesquisa social. 5ª. Edição. São Paulo (SP): Atlas; 1999.

Minayo MCS. O Desafio do conhecimento: pesquisa qualitativa em saúde.7ª. ed. São Paulo: Hucitec, 2000.

Brasil. Ministério da Saúde. Conselho Nacional de Saúde. Resolução 196 de 10 de outubro de 1996. Diretrizes e normas regulamentadoras de pesquisas envolvendo seres humanos. Brasília: 1996.

Ferraz FC, Segre M. O Conceito de Saúde. [periódico online]. 2007.[acesso em 02 out 2007]. Disponível em http://www.scielosp.org/pdf/rsp/v31n2/2249.pdf

Organización Panamericana de la Salud. Escuelas promotoras de la salud: entornos saludables y mejor salud para las geraciones futuras. Washington (DC); 1998. (OPAS- Comunicación para la salud, 13).

Liberal EF. Aires, Tschoepke R. Aires MT, Osório ACA. Escola segura. Jornal de Pediatria. 2005; 81(5): 155-163. Disponível em: <http://www.scielo.br/scielo.php?script=sci_arttex&pid=50021-75572005>.

Martins CBG. Acidentes na infância e adolescência: uma revisão bibliográfica. Rev. Brás Enferm. 2006; 59(3):344-348. Disponível em: <http://www.scielo.br/scielo.php?script=sci-arttext&pid=50037-71672006>.

Iervolino SA. Escola Promotora da Saúde: um projeto de qualidade de vida. SãoPaulo; 2000. [Dissertação de Mestrado-Faculdade de Saúde Pública da USP].

Santos KF, Bógus CM. A percepção de educadores sobre a escola promotora de saúde: um estudo de caso. Rev Bras Crescimento Desenvolv Hum.2007;17(3):123-133.

Downloads

Published

2008-08-01

Issue

Vol. 18 No. 2 (2008)

Section

Original Research

License

CODE OF CONDUCT FOR JOURNAL  PUBLISHERS

 

Publishers who are Committee on Publication Ethics members and who support COPE membership for journal editors should:

 

Publishers should:

 

  • Define the relationship between publisher, editor and other parties in a contract
  • Respect privacy (for example, for research participants, for authors, for peer reviewers)
  • Protect intellectual property and copyright
  • Foster editorial independence

 

Publishers should work with journal editors to:

 

  • Set journal policies appropriately and aim to meet those policies, particularly with respect to:

–         Editorial  independence

–         Research ethics, including confidentiality, consent, and the special requirements for human and animal research

–         Authorship

–         Transparency and integrity (for example, conflicts of interest, research funding, reporting standards

–         Peer review and the role of the editorial team beyond that of the journal editor

–         Appeals and complaints

  • Communicate journal policies (for example, to authors, readers, peer reviewers)
  • Review journal policies periodically, particularly with respect to new recommendations from the COPE
  • Code of Conduct for Editors and the COPE Best Practice Guidelines
  • Maintain the integrity of the academic record
  • Assist the parties (for example, institutions, grant funders, governing bodies) responsible for the investigation of suspected research and publication misconduct and, where possible, facilitate in the resolution of these cases
  • Publish corrections, clarifications, and retractions
  • Publish content on a timely basis