O Ensino de zoonoses no contexto de Saúde Única

Abstract

One Health is a new paradigm defined as an integrated scientific approach to the health of humans, animals and the environment, associated with the adoption of effective public policies for the prevention and control of diseases covering all environments, from the local to the global level. Among the diseases analyzed in this paradigm, zoonoses are diseases transmitted from animals to humans. Changes in the balance of human, animal and environmental health can lead to the emergence, re-emergence and transmission of these diseases. Actions based on this approach require close interdisciplinary integration between levels of administrative organizations, as well as the involvement of citizens through scientific and educational policies. The investigative activity was applied to a 2nd year high school class at EEEFM Santos Dumont, in the Indústrias neighborhood, in the city of João Pessoa, Paraíba, Brazil, one of the most affected by Canine Visceral Leishmaniasis in the country. In the context of zoonotic diseases, we induced the students to question and problematize, planning the itinerary and building their own knowledge through active methodologies. The project was divided into three stages. In the first, we administered a pre-test questionnaire which showed that 87% of the students identified the term zoonoses, 58.8% identified the dog as a reservoir of the protozoan that causes Leishmaniasis and only 22.7% knew how to prevent the proliferation of the Phlebotomus mosquito; 86.3% identified Rabies, 71.3% Leptospirosis, 65% Leishmaniasis and 58.8% Scabies as zoonoses. We then presented the concept of One Health using Steven Soderbergh's film Contagion (2011) and applied a questionnaire to understand the interaction between the environment, animals and humans. In the second stage, we developed a study on Zoonoses through research and an inverted classroom, as well as hypotheses about the prevalence of canine Leishmaniasis in the Indústrias neighborhood. Using a local news report and academic papers, we were able to raise hypotheses about the relationship between deforestation and animal and human health. Using a flipped classroom, the students researched and presented an activity on the main zoonoses. Afterwards, the students took part in an investigative activity by collecting data and recording stray animals using the Vicon SAGA geoprocessing application, through which 82% of the students spotted dogs and cats, while 13% saw pigs. The field class activity showed how close the Xém-Xém forest is to the school and the community, at which point the students reported seeing wild animals. In the third stage, we finally processed and presented the data collected by the students, as well as debating and closing the project. The results obtained from all the stages of the Didactic Sequence show that the proposal allowed students to act actively, being the protagonists of their own learning and promoting a critical and reflective look at the close relationship between human beings, animals and the environment.