O que dizem as propostas curriculares do Brasil sobre o tema saúde e as doenças negligenciadas?: aportes para a educação em saúde no ensino de ciências

Abstract

Resumo As doenças negligenciadas correspondem a um grupo de agravos de relevância nacional e internacional. O tema das doenças negligenciadas precisa transcender o setor da saúde e sua abordagem deve estar presente também no ensino. Além disso, o controle e a prevenção destes agravos, bem como a saúde, necessitam ser compreendidos como um fenômeno multifacetado. Analisamos o tema das doenças negligenciadas nas propostas curriculares dos estados brasileiros destinados à disciplina de Ciências do 6º ao 9º ano do ensino fundamental. Reunimos ao todo 24 propostas curriculares. Os resultados apontaram que somente nove destes currículos abordaram as doenças negligenciadas como conteúdos de relevância e que persiste ainda a ideia de que a saúde é um bem restritamente biológico ou produto de ações prescritivas e ganhos cognitivos.

Validation of Brazilian educational technology for disseminating knowledge on leprosy to adolescents

“…Although it received many praises and high CVIs (over 0.80), the few suggestions for changes were relevant, aiming at improving language, vocabulary, illustrations, layout, and design. The importance of the elaboration of educational technologies considering the opinion of the target public and of experts has been pointed out by authors (9)(10)(11)(12)(13)(14)(15)(16)(17)(18) , the World Health Education (8) and the Health Ministry (3) and the great value of this method is also proved herein.…”

“…Furthermore, it is supposed that whether the technology was applied in a school whose health professional actions were less frequent, the results related to the increase of knowledge would be even more significant. Therefore, it is defended that the game may be used on science classes, including the theme on the curriculum, once the latter is, most of the time, not taught (9) ; and/or the combination of lectures, such as those pointed by the review of literature (11) and/or employed routinely or at the National Campaign by the Family Healthcare Team (7) in their actions with students.…”

“…Nevertheless, it is noticed that, even at science classes, in Brazil, little is taught about neglected diseases, such as leprosy, in which only in nine Brazilian states the theme is present on the basic curriculum (9) . Additionally, even at the National Leprosy, Verminose, Schistosomiasis, and Trochoma Campaign (7) that takes place at schools, the only educational technology envisaged is a folder.…”

ArtScience for Health Awareness in Brazil

“…The Brazilian education system promotes a fairly narrow view of health as an absence of disease (Assis and Araújo-Jorge 2018). This is a view of health that has been contested by the World Health Organization (WHO) since 1946 (Nielsen 2001) because of fails to acknowledge the social context in which health is created.…”

“…Vertical models of communication in use since the 1980s have failed successively to combat dengue epidemies in Brazil. These models use strategies involving mass communication campaigns and authoritative/prescriptive education actions that displace governmental responsibilities to the accountability of the most vulnerable populations (Assis and Araújo-Jorge 2018;Valla 2000). Thus, the academic community has Laboratory of Innovations in Therapies, Education and Bioproducts, Oswaldo Cruz Institute (LITEB-IOC/Fiocruz), Oswaldo Cruz Foundation (Fiocruz), Rio de Janeiro, Brazil e-mail: taniaaj@ioc.fiocruz.br; roberto.todor@ioc.fiocruz.br; rita.rocha@ioc.fiocruz.br; sheila.assis@ioc.fiocruz.br; valeria.trajano@ioc.fiocruz.br; luroque@ioc.fiocruz.br; sawada@ioc.fiocruz.br; luciana.garzoni@fiocruz.br been challenged to generate new strategies and actions that can engage education actors (teachers, public health vigilance agents, health management services, and academic centers) as well as the general population in expanding health awareness.…”