A experiência de jogos em grupos operativos na educação em saúde para diabéticos

Torres, Heloísa de Carvalho; Hortale, Virgínia Alonso; Schall, Virgínia Torres

doi:10.1590/s0102-311x2003000400026

Cited by 60 publications

(70 citation statements)

References 3 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Professional/patient interaction dynamics, based on groups consisting of a maximum of 12 diabetics, have shown that the cognation for preventive actions can be acquired through pedagogical techniques aimed at sharing experiences and understanding individual experience. 39 The main methodologies used for the systematization of the dynamics were a guidance course in diabetes mellitus, individual consultations, active groups, and the use of education material for communication and learning, such as: games to clarify doubts, the complications roulette, right vs. wrong, and diet traffic light.…”

Section: Interventions In Healthcare Environmentsmentioning

confidence: 99%

Educational strategies for the prevention of diabetes, hypertension, and obesity

Machado

Lima

Laureano

et al. 2016

Rev. Assoc. Med. Bras.

View full text Add to dashboard Cite

Objective:The main goal of this work was to produce a review of educational strategies to prevent diabetes, hypertension, and obesity. Method: PubMed database was consulted using combined descriptors such as [Prevention] Results: A total of 8,908 articles were found, of which 1,539 were selected about diabetes mellitus (DM, n=369), arterial systemic hypertension (ASH, n=200), and obesity (OBES, n=970). The number of free full text articles available was 1,075 (DM = 276, ASH = 118 and OBES = 681). In most of these studies, demographic characteristics such as gender and age were randomized, and the population mainly composed by students, ethnic groups, family members, pregnant, health or education professionals, patients with chronic diseases (DM, ASH, OBES) or other comorbidities. Group dynamics, physical activity practices, nutritional education, questionnaires, interviews, employment of new technologies, people training and workshops were the main intervention strategies used. Conclusion:The most efficient interventions occurred at community level, whenever the intervention was permanent or maintained for long periods, and relied on the continuous education of community health workers that had a constant interference inside the population covered. Many studies focused their actions in children and adolescents, especially on students, because they were more influenced by educational activities of prevention, and the knowledge acquired by them would spread more easily to their family and to society.

show abstract

Section: Interventions In Healthcare Environmentsmentioning

confidence: 99%

Educational strategies for the prevention of diabetes, hypertension, and obesity

Machado

Lima

Laureano

et al. 2016

Rev. Assoc. Med. Bras.

View full text Add to dashboard Cite

show abstract

“…Those proposals of change in the professional formation aim at surpassing the traditional formation model and seek essentially an entirety in heath practices, through an innovative educative process focused on the student and his/her learning process, with a bigger emphasis on health promotion, where the social reality and the health system is taken as the field of practice since the beginning of the formation process, just to name some of its presuppositions (Lampert, 2002). It is worth emphasizing that such proposals find repercussion and reference, above all, in the experiences of popular education (whose precursor and basic theoretical reference is the educator Paulo Freire); in his interactions with the local social movements and his educative practices, essentially based on the dialog with the communities; in the popular knowledge and practices of health education that break with an authoritarian and normalizing formation and practices of biomedical, biologist health of the relations between health services and population (Vasconcelos, 2001). Ongoing proposals that really need to be fulfilled and built in the Brazilian schools' reality, but that move or try to move towards what Assis (2001) calls "a new sensitiveness in health practices".…”

Section: The Professional Formation In Health: Presuppositions and Comentioning

confidence: 99%

“…), as much diverse as human beings and the educative possibilities are to deal with them, and the knowledge constructions derived from there. We considered what other experiences with games or playful activities have pointed both in the work with children (Melo, 2005), and adults, patients under treatment and health rehabilitation (Torres et al, 2003). Experiences that confirm and emphasize the potential of this type of activity for the stimulation to social life and the student's constructive process, for the problem and solution exchange and sharing opportunities, in an interactive, horizontal and dialogic manner (Freire, 2000).…”

Section: Health Education: Playful Activities Contributions and The Dmentioning

confidence: 99%

“…Fourteen students participated in the activity, of which nine were boys and five girls. The activity was developed based on the study of a provocative text on the use of games in the educative work with groups of diabetic patients (Torres et al, 2003). The proposal was for a group of students to lead the discussion on the said text in the classroom, establishing a problem and pointing their contributions to the health practice in theoretical and practical terms.…”

Section: Description Of An Educative Experience: the Feelings Gamementioning

confidence: 99%

See 1 more Smart Citation

O jogo como pretexto educativo: educar e educar-se em curso de formação em saúde

Magalhães

2007

Interface (Botucatu)

View full text Add to dashboard Cite

This article is focused on a game-based educative experience, developed with students of the 1 st year of the Medicine program of a federal public educational institution. The game was used as a privileged strategy to approach the students' communication, spontaneity and sensitiveness in the health education process. Through this game, it was possible to approach the theme "the students' mental health", where they could express their feelings as freshman students in the Medicine program. Such experience triggered learning opportunities for students and teachers, what, from Freire's perspective, is seen as a dialogic process of mutual formation with students. Its development favored the rethinking about the teaching practice in health, as well as subsidized the reorientation of the process of preventing and promoting mental health by means of proposals and supporting programs to students enrolled at the institution.

show abstract

“…Estes descrevem em seu estudo, que a educação por meio desta prática, consiste em uma metodologia educacional em grupo, que tem como objetivo promover e facilitar o aprendizado. Para os autores, aprender em grupo significa fazer uma leitura com base no pensamento, sentimento e na ação, intensificando a troca de saberes e do aprendizado, de modo que o indiví-duo participe ativamente da construção de novos hábitos de vida 5 .…”

Section: Introductionunclassified

Knowledge About Smoking Among Schoolchildren

Vitta¹,

Silva²,

Vitta³

et al. 2013

J. Hum. Growth Dev.

View full text Add to dashboard Cite

ResumoO objetivo foi verificar as mudanças de conhecimentos teóricos relativos ao tabagismo, avaliadas em dois momentos (pré e pós-testes) considerando duas intervenções educativas: aula expositiva e jogos educativos. Foram sujeitos 68 alunos, de ambos os sexos, de três 5 as séries de uma escola pública, avaliados previamente (A1) sobre tabagismo; o grupo 1 foi submetido a um procedimento de ensino expositivo, o 2 a jogos educativos na 2 e, o 3 a nenhuma intervenção. Após uma semana foram reavaliados (A2). Para os momentos aplicou-se o teste de Wilcoxon e entre os grupos Kruskal Wallis. Como resultados notou-se que, nos momentos, houve diferenças significativas entre os grupos 1 e 2 e, entre os grupos, no pós-teste, o submetido aos jogos educativos apresentou melhor desempenho com resultado estatisticamente significante. Essa pesquisa permitiu concluir que o jogo educativo promoveu aumento dos conhecimentos dos escolares sobre tabagismo.Palavras-chave: tabagismo; estudantes; educação em saúde. AbtractThe objective was to verify the changes of relative theoretical knowledge to the tobacco, evaluated at two moments (pre and post-tests) considering two educative interventions: expositive lesson and educative games. 68 pupils had been citizens, of both the sexes, three 5th grades of a public school, evaluated previously (A1) on tobacco; group 1 was submitted to a procedure of expositive education, the 2 educative games in the 2 e, the 3 to no intervention. After one week they had been reevaluated (A2). For the moments the test of Wilcoxon was applied and between the groups Kruskal Wallis. As results noticed that, at the moments, it had significant differences between 2 groups 1 and e, between the groups, in the after-test, the submitted one to the educative games presented performance with statistical significant result better. This research concluded that the educational game increased in the students' knowledge about smoking.

show abstract

A experiência de jogos em grupos operativos na educação em saúde para diabéticos

Abstract: A experiência de jogos em grupos operativos na educação em saúde para diabéticos Experience with games in operative groups as part of health education for diabetics

Cited by 60 publications

References 3 publications

Educational strategies for the prevention of diabetes, hypertension, and obesity

Educational strategies for the prevention of diabetes, hypertension, and obesity

O jogo como pretexto educativo: educar e educar-se em curso de formação em saúde

Knowledge About Smoking Among Schoolchildren

Contact Info

Product

Resources

About