Promoção da saúde no ambiente escolar: percepções e práticas dos docentes de ensino fundamental de escolas públicas

Abstract

Education represents all that can be done, so that man can achieve the full development of his physical, mental and intellectual faculties. The school is identified as a health promoting space and stands out for its pedagogical, social and political functions; Aimed at the exercise of citizenship. Teachers can play an important role as a social mobilizer, working the quality of life of people, developing actions and practices of Health Promotion (PS), using mainly health education. The objective of this study was to analyze the perceptions and practices of public elementary school teachers, about PS in the school environment. It was a field research, descriptive, with mixed approach (qualitative and quantitative), involving 14 elementary school teachers from public schools in Patos - PB. We used 02 questionnaires with the teachers, one with sociodemographic questions and professional performance and another to evaluate the actions and practices in relation to PS. The analysis was performed using the Thematic Content Analysis method, using the statistical method SPSS® 21.0 and Microsoft Excel 2010. After the analysis, the predominance was female (85.7%), with a mean age of 44, 7 years and in the level of schooling, presented specialization (92.9%). 100% had training in education, mainly in pedagogy (50%) and received an average income of 2 and 4 minimum wages, due to their performance in education. The mean completion time of the training was 15.14 years and the time of performance in education corresponded to an average of 20.14 years. The average weekly workload was more than 30 working hours. They taught mainly in first-year classes and have an average of 7.7 years of service in the current school. As far as PS activities are concerned, only 50% of teachers reported developing and 78.6% of teachers did not feel prepared to develop PS actions, and yet, they pointed out that there is no capacity building (100%), planning ( 66.7%) and intersectoral work (85.7%). As for the factors that favor the development of PS actions, they directed more towards didactic resources and the factors that make difficult, they pointed out the lack of specific training of teachers, lack of funding, lack of support and partnerships. The schools obtained a "regular" and "bad" evaluation, regarding the PS actions developed. Finally, the teachers' perception about the importance of working in the school environment, it was verified that they recognize that school is one of the foundations of education and citizenship and that managers and teachers are essential in this educational intervention. It is concluded that the perceptions and practices of PS of the teachers of the evaluated schools are still directed primarily to technical-curative practices, starting slowly to contemplate a model that encompasses PS. It is suggested to carry out new research, analyzing the perception of managers and students; Comparing PS actions and practices between public and private schools and the various levels of education, to verify that actions and practices are being effective in the training of these students.