Projeto Ef+: Implicações Pedagógicas E Nível De Conhecimento Sobre Saúde

Abstract

RESUMOObjetivou-se verificar o impacto da intervenção "Educação Física+: Praticando Saúde na Escola", sobre as práticas docentes e conhecimento em saúde de escolares da cidade de Canguçu/RS. Quinze escolas participaram do estudo (grupo 1-escolas que aderiram à intervenção no ano de 2011; grupo 2-escolas que aderiam à intervenção a partir do ano de 2012). O estudo teve duração de dois anos com 883 escolares e 13 professores. Houve aumento do nível de conhecimento dos escolares no pós-intervenção (p<0,001), com maiores médias no grupo 1; encontrou-se tendência de aumento do nível de conhecimento de acordo com o número de planos de aula desenvolvidos pelos professores (p<0,001). Dos professores entrevistados (n=13), a maioria aderiu às atividades propostas (n=8) e percebeu mudanças positivas, principalmente por parte dos alunos, que passaram a realizar mais questionamentos acerca da temática em sala de aula e levar tais conhecimentos para seus familiares. Quase a totalidade dos docentes que aderiram à proposta não relatou dificuldade em desenvolver os planos (n=7). Concluiuse que uma intervenção de curto prazo melhorou o nível de conhecimento de escolares acerca da temática saúde e atividade física e apresentou impactos positivos na prática profissional dos docentes entrevistados. Palavras-chave: Promoção da saúde. Conhecimento. Intervenção. Docente. ABSTRACTThe objective was to verify the impact of "Educação Física+: Praticando Saúde na Escola" intervention on teaching practices and health knowledge of schoolchildren from Canguçu city, southern Brazil. Fifteen schools participated in the study (group 1: schools that joined the intervention in the year of 2011; group 2: schools that joined the intervention in the year of 2012). This study was carried out by two years with 883 schoolchildren and 13 teachers. The schollchildren knowledge of health was improved in the post-intervention (p<0.001), with higher scores in group 1. It was found tendency to increase the level of knowledge according to the number of lesson plans developed by teachers (p<0.001). Of the teachers interviewed (n= 13), most adhered to the activities proposed (n = 8) and perceived positive changes, specially in the students, who questioned more about the subject in the classrom and bring these knowledge to their parents. Almost all teachers who adhered to the intervention did not report difficulties to develop the lessons plans (n=7). It was concluded that a short-term intervention improved the schoolchildren level of knowledge on physical activity and health and presented positive impacts on teachers professional practice. Keywords: Health promotion. Knowledge. Intervention. Faculty. IntroduçãoA literatura tem mostrado que o número de crianças e jovens inativos fisicamente e com hábitos alimentares inadequados é alarmante 1,2 visto que tais comportamentos podem levar à ocorrência de doenças crônico-degenerativas consideradas pela Organização Mundial da Saúde (OMS) a principal causa de morte em todo o mundo 3 . Esses agravos podem ser prevenidos p...

Scoping Review on Interventions for Physical Activity and Physical Literacy Components in Brazilian School-Aged Children and Adolescents

“…Interventions in both children and adolescents resulted in changes in the school environment; however, with children, interventions were focused on sports materials (ropes, ball, bows, cone, mat, tape and rubber bands, and track designed with colors) [56,59,66,68,76]. Interventions with adolescents focused on access to booklets, pamphlets, posters, banners, and exercise guides [19,20,[22][23][24][25][26][28][29][30][31][32][33][34][35][36][44][45][46][47][48][49]51,78]. Only adolescents had the opportunity to interact electronically with instructional SMS for PA practice with motivational messages about environmental changes and access to information on healthy eating habits and creation of an electronic diary of PA and food [20,[28][29][30][31][32][33][44][45][46][47][48][49]67].…”

“…Nevertheless, the social domain has been exclusively studied among adolescents [22,[28][29][30][31][32][33][37][38][39][40], with a positive association of the support indicator of parents, friends, and teachers [37][38][39]. Finally, knowledge on PA was assessed in children and adolescents, with an effect reported only in the latter age group [34][35][36]. The positive effect of intervention on PA-related factors has been reported only in a few studies with adolescents [34,[36][37][38][39]75] (Table 3).…”

“…Finally, knowledge on PA was assessed in children and adolescents, with an effect reported only in the latter age group [34][35][36]. The positive effect of intervention on PA-related factors has been reported only in a few studies with adolescents [34,[36][37][38][39]75] (Table 3).…”

“…Both strategies have been recognized as effective strategies to promote physical components of PL, such as physical fitness and motor behavior [86,87]. Other studies focused on extracurricular health education sessions [18,19,23,27,33,41,42,51,54,55,61,67,69,[72][73][74] and teachers' training on PA and health content in the curriculum [18,22,[34][35][36][37][38][39][40][43][44][45][46][47][48][49]51,60], which were relevant strategies to address knowledge and attitudes on PA and health. We also highlighted the number of studies that focused on social and environmental changes in schools [19,[22][23][24][25][26][28][29][30][31][32]…”

“…[23][24][25][26][27][28][29][30][31][32][33]41,42,51,54,55,61,67,69,[72][73][74]. In addition, there was teacher training in both student age groups[18,22,[34][35][36][37][38][39][40][43][44][45][46][47][48][49]51,60,78,79] (Table2).…”