A educação popular na área da Saúde

Brandão, Carlos Rodrigues

doi:10.1590/s1414-32832001000100010

Cited by 11 publications

(16 citation statements)

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“…This surveillance should be proactive and clearly integrated within programs of Surveillance in Health and Primary Health Care. Existing practices should be continuously incorporated into the collective knowledge in a creative way, fostering participation, as well as mobilizing and challenging individuals and health professionals to focus beyond curative care, towards the identification of risk factors and the development of health promotion and disease prevention strategies (BRANDÃO, 2001;ALVES, 2005;BRASIL, 2010).…”

Section: Discussion Of Laboratory Results During the Investigation Ofmentioning

confidence: 99%

Epidemiological and microbiological aspects of residential outbreaks of foodborne illness in the Parana State, Brazil

Perlin¹,

Perlin

Martins

2016

SCA

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Foodborne illness results in high costs to public health and the food chain production worldwide. The majority of the population is unaware of food safety requirements and consequently, domestic kitchens are sources of contamination and spread of disease. Eating habits and the profile of food handlers in these sites guide the planning of surveillance and public education. This study describes the epidemiological and microbiological aspects of household outbreaks of foodborne illness in the State of Parana, using the Notifiable Diseases Information System database. There were 357 outbreaks between 2008 and 2012 in the State of Parana, and households were the main place of occurrence (43.70%), followed by restaurants and bakeries (21.00%), and kindergartens and schools (11.20 %). Household outbreak records derived from the municipalities for regional health coverage, based in Curitiba, Cascavel, Pato Branco, Foz do Iguaçu and Londrina. These indicated an increased number of reported cases between 2011 and 2012. The increase in reporting reflects a greater awareness among professionals because of training. The results highlight the consumption of contaminated food (36.15%), by strains of coagulase positive Staphylococcus (36.23%). They also reflect an intensification and wholeness of public policies on the education of the population regarding hygiene principles in the acquisition, handling, preparation, storage, and consumption of food in the household.

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Section: Discussion Of Laboratory Results During the Investigation Ofmentioning

confidence: 99%

Epidemiological and microbiological aspects of residential outbreaks of foodborne illness in the Parana State, Brazil

Perlin¹,

Perlin

Martins

2016

SCA

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“…Deste modo, entendemos que a educação nos moldes da Educação Popular pode se dar em contextos não formais, ou seja, em instituições não exclusivamente escolares. Existem inúmeros grupos populares, organizações não governamentais e movimentos sociais que utilizam a Educação Popular como modelo pedagógico para a EJA (Brandão, 2002), os projetos pesquisados são um exemplo disto. Deste modo, a Educação de Jovens e Adultos é oferecida por diversificadas instâncias de atendimento e para , esta "diversidade de agentes e instituições que atuam na EJA" devem ser vistos como uma riqueza típica da EJA.…”

Section: Legado Da Educação Popularunclassified

O Reconhecimento das Especificidades da Educação de Jovens e Adultos: Constituição e Organização de Propostas de EJA

Soares

2014

EPAA

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O reconhecimento das especificidades da Educação de Jovens e Adultos: constituição e organização de propostas de EJA Resumo: Este artigo tem como objetivo discutir aspectos presentes em três projetos de Educação de Jovens e Adultos, desenvolvidos em distintas regiões do Brasil, que apontam para um conjunto de especificidades da EJA. Dentre projetos identificados em levantamento nacional em Instituições de Ensino Superior brasileiras, selecionamos, para a realização da etapa qualitativa da pesquisa, o Projeto Escola Zé Peão, na Paraíba; o Projeto Paranoá, no Distrito Federal; e o Projeto de Ensino Fundamental 2º segmento, em Minas Gerais. Os critérios para a seleção dos projetos foram: o tempo de existência de cada um deles, sua tradição, história e o impacto que têm na comunidade. Foram realizadas visitas aos locais de funcionamento dos projetos e entrevistas com estudantes aape epaa O reconhecimento das especificidades da EJA DOSSIE EJA II 2 atuais e egressos, educadores e coordenadores. A análise dos dados evidenciou que algumas especificidades da EJA são recorrentes no conjunto dos projetos estudados, tais como: o legado da educação popular, fortemente marcado nas propostas curriculares, a diversidade dos educandos; a variedade dos recursos didáticos; a formação de educadores voltada para jovens e adultos e a permanente luta por políticas públicas de atendimento à EJA. Palavras-chave: especificidades da EJA, Projetos de EJA, Educação de Jovens e Adultos na atualidade brasileira. The recognition of Youth and Adult Education specificities: constitution and organization of YAE programs Abstract: This article aims to discuss the specificities of Youth and Adult Education that are present in three programs designed for this public developed in different Brazilian regions. These programs were selected for the qualitative research amid 63 others identified in a survey done in higher education institutions, they are: Zé Peão Project (Paraíba), Paranoá Project (Distrito Federal), and Ensino Fundamental para Jovens e Adultos Project (Minas Gerais). Some criteria were used to select the programs: time of existence, tradition, history, and community impacts. The data was collected through the visit to the programs and by interviews with students and former students, educators and coordinators. The analysis shows that some YAE specificities are recurrent among the programs: the popular education legacy deeply stressed in the curricula; the student's diversity; the variety of teaching resources; the teacher education designed for young and adult people; and the permanent struggle toward public policies for the YAE field.

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“…Consequently, the term 'popular education' became adopted, resurrected or increasingly used throughout the globe (Arnold & Burke, 1983;Crowther, Martin & Shaw, 1999;Hunter, 2010). In recent decades, however, changing patterns in state formations in Latin America, particularly from dictatorship to 'democracy', have led to debates about whether or not popular education should continue to remain apart from or should now engage with the state (Gadotti & Torres, 1992;Brandão, 2002;de Souza, 2004;Quintana, 2006Quintana, /2008. Similar issues have been discussed in Europe, though less urgently and against a different social and political background (Jackson, 1995;Allman, 1999;Crowther, Galloway & Martin, 2005).…”

Section: Conclusion Conclusion Conclusionmentioning

confidence: 99%

Untitled

2013

RELA

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The field of adult education and learning has encompassed research and scholarship from diverse perspectives and these have changed over time. Approaches and trends across this domain of activity perhaps resonate with that of a wider field of education and the social sciences; the intellectual resources picked up at any one time wash through and across these domains of activity. At the same time 'the field' has never been a homogenous or easily identifiable entity. It is therefore difficult to make valid generalizations of the status of approaches within a defined field at any particular time or location. The visibility of what goes on is also significantly limited and obscured. This is partially in that what goes on as research may not be published in identifiably adult education literature, partially in the separation of the field into various foci of interest (adult, vocational, community, higher education, workplace learning etc.) with specialist journals for publication, and partially as a result of the dominance of the English language used for publication; thus a lack of dissemination of research and scholarly writing across language barriers. It is then only tentatively and with caution that any partial picture regarding change in the approaches to research and scholarship in a field of the education and learning of adults over time can be painted.One might perhaps think it quite safe to follow the language of policy as a framework for analysis of change in approaches to research at the most general level. For example, lifelong learning now appears an accepted and central concept in adult education policy over the last decades in many countries and a major focus of policy in the European Union (EU) and many of its member states. Emerging during the 1960s as 'lifelong education' it was linked to humanist values and ideas of personal growth. In the 1990s, now as 'lifelong learning', it became associated with a shift of policy emphasising competitiveness and economic growth. Lifelong learning became commonly argued within national and wider policies as a necessary feature for individual and collective well-being and a requirement if Europeans are to remain competitive in a global environment (cf. Fejes & Dahlstedt, 2012). However, policy promotion of lifelong learning at this level and its 'insertion' into discourses of adult education over time, never did indicate any direct translation as change in research approach in the field. Rather, over the period from the 1960s, discourses of lifelong learning have been bound up in quite complex ways with policies promoting lifelong education and learning and wider socio-political change and changes in the practices of [8] Andreas Fejes and Katherine Nicoll institutions for adult education and teachers and learners in many locations. The targeting of specific groups and objectives for learning through new government funding streams and projects has had no doubt localized effects on research and wider changes in the funding mechanisms for institutions have in som...

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A educação popular na área da Saúde

Cited by 11 publications

References 0 publications

Epidemiological and microbiological aspects of residential outbreaks of foodborne illness in the Parana State, Brazil

Epidemiological and microbiological aspects of residential outbreaks of foodborne illness in the Parana State, Brazil

O Reconhecimento das Especificidades da Educação de Jovens e Adultos: Constituição e Organização de Propostas de EJA

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