Autonomia do cuidado: interlocução afetivo-sexual com adolescentes no PET-Saúde

Abstract

<jats:p>Realizou-se, dentro do Programa de Educação pelo Trabalho para a Saúde (PET-Saúde), uma pesquisa-ação em conjunto com o Centro de Saúde e a Escola Municipal de Glaura, um dos distritos de Ouro Preto/MG, reunindo 123 alunos, entre 11 e 19 anos de idade, que participaram de encontros semanais de abril de 2009 a março de 2010. O projeto visava à integração entre ensino e serviço de saúde, ao desenvolvimento da autonomia do cuidado, à construção de vínculos e ao intercâmbio de conhecimento com os adolescentes. Pautou-se na horizontalidade das relações entre os monitores, o preceptor, a tutora e os adolescentes, sob a óptica da visão freiriana de educação popular. Foram realizadas dinâmicas, encenações cômicas e quizzes, tendo a sexualidade como tema principal. Posteriormente, estimulou-se a confecção de ferramentas multiplicadoras pelos adolescentes, como vídeos e peças de teatro, tornando-os protagonistas do processo de ensino-aprendizagem. Este artigo serve como parâmetro para avaliação qualitativa da eficácia do PET-Saúde, além de discutir a relevância do programa para a formação médica, especialmente no que tange as habilidades dos profissionais de saúde para fornecer orientação afetivo-sexual aos adolescentes.</jats:p>

Estratégias pedagógicas para educação em saúde com adolescentes: uma revisão integrativa Educational strategies for health education with teens: a review integrative

“…The strategy that initially takes place in various ways, through visits and informal conversations [3][4] , distribution boxes for teenagers to put questions related 2,6 or use of dynamics, such as using the technique of 'ball of wool', in which the ball of yarn is played for each student and they respond they would like to learn. 16 It is worth noting that in some thematic studies appeared based on epidemiological data or cross-sectional surveys.…”

“…The articles make explicit that the effectiveness of a health education strategy depends on the interaction and exchange of knowledge with the local community in a horizontal manner either through formal education or not. 6,21,24,27 Gubert and colleagues state that these educational activities is required discussion with the family, because it plays a fundamental role in shaping the healthy individual. 2 Among health professionals, nurses are highlighted in some studies as a professional whose role in primary prevention is aimed at health education 2,18 and has room to act in this field, due to the vulnerability that is pressing adolescents.…”

“…24 The fourth pillar which can be considered decisive in these types of strategies is the search for a theoretical framework to guide the work of both the educators, as the students, it theoretically guide and methodologically a strategy, generating a better level of depth, quality and reliability in results. 2,6,7,10,21,24,27,28 As an example to justify the use of a game 21 , one of the studies, state that such a strategy is based on a constructivist approach, as well as in the study 24 Lopes and collaborators, who use the assumptions of the sensitive creative method that incorporates Freire's philosophy. This perspective is associated with Freire's concepts of what is to be critical, and you can understand that such strategies favor the transforming action of reality as a way to exercise critical, exercised through the awakening of epistemological curiosity of students and can then contribute to the construction a world in favor of the people and free from oppression.…”

“…Thus, it is expected that the knowledge built on these subjects continue to be built with the community, which could have an important social impact. 6 Educational practices should be based on the use of recreational resources that symbolize or represent the same subject, stimulating thus establishing healthy habits in school (children and adolescents). The recreational health education activities should be free and encourage curiosity and creativity of each particular age group, presenting a fun and interesting way.…”

The use of Facebook in health education: perceptions of adolescent students

“…Associated with the use of social networks, the school is a privileged space for actions to promote health because it congregates adolescents (9)(10) , as such it should be valorized by health professionals. In the literature there are countless positive experiences of educational practice in public schools, whether with the realization of workshops, dynamics, use of educational games, or with other technologies; however, surveys conducted in private schools and with social networks such as Facebook as a scenario are still relatively scarce (11)(12) . From the foregoing, the following question emerges: is it possible that the nurse, as a member of the family health team, can use the Facebook social network as a VLE, with Brazilian adolescents attending public and private schools, to promote sexual and reproductive health?…”