Background: Planetary Health is a transdisciplinary area that needs to be part of the curriculum of students at all levels of education, starting from basic education with early childhood education. The present work aims to discuss the perceptions of basic education teachers from a riverside school on Planetary Health issues, in addition to knowing the environmental context of communities and/or riverside schools in the Brazilian State of Amazonas. Methods: The data collection was done through semi-structured interviews with rural education teachers from the south of the state of Amazonas. For the data analysis, we opted for the content analysis (Bardin, 2009) with the support of the N-Vivo software - version 1.5. Results: The results indicated the main environmental problems related to anthropogenic actions in the community and school, in which the following questions stood out: garbage disposal in the river, mineral extraction, lack of basic sanitation, and the predominance of ultra-processed foods in school meals. On the other hand, teachers pointed out the great potential of rural schools to promote the consciousness of children and adolescents on Planetary Health themes. Conclusion: Primary school teachers in rural Amazonia are in contact with a rich source for the creation of teaching materials on PH for students, in view of the importance of the inclusion of PH themes in the formative trajectory of children and adolescents in the basic education curriculum. These experiences provide knowledge about the reality of riverside schools, local traditional issues, environmental sustainability, and the changes occurring in ecosystems, especially in the Amazon.
Planetary Health (PH) action is urgent to avoid the collapse of Earth's systems that sustain human health. PH care has been proposed as an approach to improve health equity and reduce healthcare´s ecological footprint. This paper presents the conceptual framework of patient-centered PH care as essential for PH action at the community level. We examine and reflect on one primary care clinical case through 8 lenses: 1) Actor-Network Theory, 2) Evidence-based medicine, 3) Patient-Centered Clinical Method; 4) Principles of Primary Care, 5) Proposed new primary care derivate principle of PH care, 6) the WONCA´s (World Organization of Family Doctors) core competencies tree, 7) WONCA´'s curriculum, and 8) Sustainable Development Goal 3. This case offers insights into functions of primary care that mitigate, adapt and build resilience to the challenges of climate emergency and Anthropocene. It “connects-the-dots” to propose a new identity of primary care, elaborate a blueprint for patient-centered PH care and a roadmap for PH action at the community level.
Em fevereiro de 2020, a Organização Mundial da Saúde alertou sobre epidemia de COVID-19 e a infodemia. O objetivo deste artigo foi construir uma linha do tempo de 01/01/2020 até 30/04/2021 e sistematizar: (1) notícias veiculadas no Ministério da Saúde (MS) brasileiro sobre o “tratamento precoce”; (2) evidências científicas sobre o “tratamento precoce”; (3) dados das mortes e acontecimentos no Brasil. Realizou-se uma análise de conteúdo, seguida por uma organização cronológica das notícias veiculadas no site do MS. A linha do tempo evidencia a estratégia de desinformação como uma política pública na gestão da pandemia.
ResumoA educação escolarizada tem abordado o corpo humano como fenômeno puramente biológico, um conjunto de sistemas e órgãos do qual se estudam características e funcionamentos, sem abordar aspectos sócio/histórico/culturais que o inscrevem constantemente. Atualmente, os meios de comunicação divulgam muitas informações a respeito do corpo. Elas propõem padrões de aparência que investem na magreza e juventude como sinônimos de saúde, responsabilizando o indivíduo pela administração de seu corpo. Entendendo a escola como um espaço privilegiado no aprendizado de conhecimentos sobre o corpo e seus cuidados, discutimos a necessidade de nela pensarmos o corpo em contínua construção, trazendo neste artigo o relato da experiência realizada em oficinas para estudantes de Pedagogia, cujo objetivo foi desenvolver abordagens complexas à temática da alimentação. Sem a intenção de prescrever novos modelos para o ensino de ciências, acreditamos que com esse tipo de estudo, talvez, possamos contribuir com outras formas de compreensão do corpo, não como acontecimento inevitável e estabilizado na história, mas como efeito das circunstâncias vividas e que pode, portanto, ser criticado e recriado de outras maneiras. Palavras-chave: ensino de ciências -corpo -alimentaçãoBody, food and culture: Discussion and problematization of the contemporary beauty/health standards in science education Abstract School education has been teaching the human body as purely biological phenomenon, a set of systems and organs, concerning about its characteristics and functioning, without addressing its socio/historical/cultural. Currently, the media shows a lot of information about the body. Its propose standards of appearance that invest in thinness and youth as synonymous of health, blaming the individual for the administration of his/her body. Understanding the school as a privileged space of learning of knowledges about the body and its care, we discussed the need to consider the continuous body construction, bringing in this article the story of experience held in workshops for students of pedagogy, whose goal was to develop complex thematic approaches to food. Without the intent to prescribe new models for the science education, we believe that this type of study may be able to contribute with other forms of understanding the body, not as an event inevitable and stabilized in history, but the effect of circumstances lived and which can, therefore, be criticized and recreated in other ways.
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