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.

 

Downloads

Download data is not yet available.

References

Ferreira IRC, Moysés SJ, França BHS, Carvalho ML, Moysés ST. Percepções de gestores locais sobre a intersetorialidade no Programa Saúde na Escola. Rev Bras Educ. 2014;19(56):61-76. DOI: http://dx.doi.org/10.1590/S1413-24782014000100004

Machado WD, Oliveira KMCP, Cunha CG, Araújo Júnior DG, Silvino RHS, Dias MSA. Programa Saúde na Escola: Um olhar sobre a avaliação dos componentes. Rev Sanare. 2016;15(1):62-8.

Oliveira MPR, Menezes IHCF, Sousa LM, Peixoto MRG. Formação e qualificação de profissionais de saúde: Fatores associados à qualidade da atenção primária. Rev Bras Educ Med. 2016;40(4):47- 59. DOI: http://dx.doi.org/10.1590/1981-52712015v40n4e02492014

Ecco I. O conhecimento na Pedagogia Freireana como suporte teórico para a educação escolar formal. In: Educação: visão crítica e perspectiva de mudança. VI Congresso Internacional de Educação. Concórdia: 2007.

Freire PRN. A importância do ato de ler: em três artigos que se completam. 51. ed. São Paulo: Cortez; 2011.

Freire PRN. Pedagogia do oprimido. 50 ed. Rio de Janeiro: Paz e Terra; 2011.

Freire PRN. Educação e mudança. 2. ed. rev. São Paulo: Paz e Terra; 2011.

Minayo MCS. O desafio do conhecimento: pesquisa qualitativa em saúde. 14 ed. São Paulo: Hucitec; 2014.

Freire PRN, Freire N, Oliveira WF. Pedagogia da solidariedade. São Paulo: Villa das Letras; 2009.

Machado MFAS, Gubert FA, Meyer APGFV, Sampaio YPCC, Dias MSA, Almeida AMB, et al. The health school program: a health promotion strategy in primary care in Brazil. J Hum Growth Dev. 2015;25(3):307-12. DOI: http://dx.doi.org/10.7322/jhgd.96709

Freire PRN. Pedagogia da autonomia: saberes necessários à prática educativa. 43. ed. São Paulo: Paz e Terra; 2011.

Leite CT, Machado MFAS, Vieira RP, Marinho MNASB, Monteiro CFS. The school health program: teachers’ perceptions. Invest Educ Enferm. 2015;33(2):280-87. DOI: http://dx.doi.org/10.17533/udea.iee.v33n2a10

Silva IR , Gomes AMT, Valadares GV, Santos NLP, Silva TP, Leite JL. Nurses’ perceptions of the vulnerabilities to STD/AIDS in light of the process of adolescence. Rev. Gaúcha Enferm. 2015;36(3):72-8. DOI: http://dx.doi.org/10.1590/1983-1447.2015.03.47293

Lima MM, Reibnitz KS, Kloh D, Vendruscolo C, Corrêa AB. Dialogue: Network that intertwines the pedagogical relationship into the practical-reflective teaching. Rev Bras Enferm. 2016;69(4):610-7. DOI: http://dx.doi.org/10.1590/0034-7167.2016690406i

Pinheiro SJ, Lucas FEQ, Barreto LF, Cruz MRCM, Pereira FGF, Barbosa AL. Conceptions of health education practices in the context of Nursing Education. Rev Rene. 2016;17(4):545-52. http://dx.doi.org/10.15253/2175-6783.2016000400015

Barbiani R, Nora CRD, Schaefer R. Nursing practices in the primary health care context: a scoping review. Rev Latino-Am. Enfermagem. 2016;24:e2721. DOI: http://dx.doi.org/10.1590/1518-8345.0880.2721

Almeida ER, Moutinho CB, Leite MTS. Family health nurses’ teaching practice in the health education development. Interface. 2016;20(57):389-401. DOI: http://dx.doi.org/10.1590/1807-57622015.0128

Broca PV, Ferreira MA. Processo de comunicação na equipe de enfermagem fundamentado no diálogo entre Berlo e King. Esc Anna Nery. 2015;19(3):467-74. DOI: http://dx.doi.org/10.5935/1414-8145.20150062

Freire PRN. Pedagogia do compromisso. São Paulo: Villa das Letras; 2008.

Tronchin DMR, Peres HHC, Lima AFC, Alavarce DC, Prata AP, Santos MR, et al. Development of an online nursing management course: successful experience between Brazil and Portugal. Rev Esc Enferm USP. 2015;49(esp 2):162-7. DOI: http://dx.doi.org/10.1590/S0080-623420150000800023

Simon E, Jezine E, Vasconcelos EM, Ribeiro KSQS. Metodologias ativas de ensino-aprendizagem e educação popular: encontros e desencontros no contexto da formação dos profissionais de saúde. Interface. 2014;18(2):1355-64. DOI: http://dx.doi.org/10.1590/1807-57622013.0477

Downloads

Published

2018-06-26

Issue

Vol. 28 No. 2 (2018)

Section

Artigos Originais

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