Health education for children in the control of Schistosomasis

Abstract

Health education for children is an important measure in the control of schistosomiasis especially considering the characteristics of the disease during childhood, such as high prevalence, high percent of treatment resistance, high rates of egg elimination and high level of reinfection, as reported in studies conducted in endemic areas. All of these facts indicate that children play a role in the maintenance and transmission of schistosomiasis. Historically in Brazil, Health Education concerning the major Brazilian endemies consists of a kind of vertical, interventionist and temporary action. An alternative would be to create a permanent health education process by assigning health education teachers to elementary schools. This would require expansion and improvement of teacher training and the development of programs taking into account: 1) the cognitive aspects of the child, the child's perception of reality and of the health/illness process; 2) the adaptation of instruction means and materials to the age group; 3) a "pedagogy of liberation" approach emphasizing the possibility of transforming life conditions since schistosomiasis is related to the lack of public services such as basic sanitation and clean domestic water supply.

Information and education in schistosomiasis control: an analysis of the situation in the State of Minas Gerais, Brazil

“…Althought it is necessary improve and amplify the health education programs, it is urgent to think in the more appropriate ways and strategies to do that. Education cannot be limited to the principal target public, i.e., the population under risk of falling ill, but should include all the social players involved in the network of transmission, as pointed out in previous articles (Schall 1987(Schall , 1989(Schall , 1994(Schall , 1995(Schall , 1996(Schall , 1998. One needs to intensify dialog with local authorities, health technicians and the population in general.…”

An interactive perspective of health education for the tropical disease control: the schistosomiasis case

“…Such orientation requires an investment in studies that establish a better comprehension of human beings and their relationships, which include psychological and affective investigations associated with the necessary knowledge concerning the specific socio-economic and cultural aspects related to health (Schall 1996). However, focusing specifically on schistosomiasis, only recently have the methodologies of social sciences been used in the process of investigation (Kloos et al 1987, Schall 1987, Patwari & Aneja 1988, Rozemberg 1994, Barbosa 1996.…”

“…These models are based on theories of organizational changes and search to improve health through: (1) community organization, (2) mobilization of health organizations, or (3) mass communication. In the extensive review of Kloos (1995) about human behavior, health education and schistosomiasis control, the author gives examples of the applicability of some models on the control of shistosomiasis, including one from Brazil (Schall 1987, "empowering education model") and another from Egypt (Loza 1993, "social marketing model"). The author also suggests the possibility of reaching the middle ground between the opposite models that focus on the individual (micro view) or on the system (macro perspective).…”

“…This should be achieved by using the primary health care approach, mainly in endemic areas deprived of basic sanitation (Kloos 1995). Since the late 50's, the importance of combined control measures, which include health education, was referred to as essential for the successful control of schistosomiasis (Hollanda 1958, MacDonald 1965, Garcia 1966, Sandbach 1975, Schall 1987, Kloos 1995. However, few experiences succeeded in integrating socio-cultural, economic and educational frameworks to promote awareness, prevention and control of the disease (Dunn 1979, Huang & Maderson 1992, Kloos et al 1993, Kloos 1995.…”

Efetividade do Programa de Comunicação e Educação em Saúde no controle da infecção por S. mansoni em algumas áreas do Estado da Bahia

“…Isto se processava em visitas domiciliares, utilizandose, de modo padronizado, descrição oral das formas de transmissão e meios de prevenir a doença 11 . A incorporação do componente IEC ao Programa de Controle das Doenças Endêmicas do Nordeste (PCDEN) a partir de 1989, propunha uma nova pedagogia, na qual o conhecimento formal era confrontado com o "conhecimento vivencial" das comunidades na tentativa de se construir participativamente novas representações e práticas 24 . Essas práticas, de acordo com as diretrizes do Ministério da Saúde 12 , se opunham à uma "concepção estática de educação, entendida apenas como transferência de conhecimentos, habilidades e destreza", assumindo uma metodologia de participação que capacitaria indivíduos e grupos para a transformação da realidade.…”