Contribuições da pedagogia de projetos para a educação em saúde no contexto escolar

Abstract

The development of health topics is inserted in the Brazilian curriculum references at all levels of basic education. Therefore, discussions about an expanded health concept, which presupposes a critical analysis of aspects of personal and collective reality, have been the focus of studies that show the need for involvement between family and school in the integrated construction of knowledge. Thus, among educational actions with the potential to encourage students to take an active role in building knowledge, project-based learning is referred to by many researchers as a facilitator in this process. The objective of this thesis is to analyze the contributions of project-based learning in the teaching-learning process for health education in the school context. Inserted in an action research process, this study goes through a set of training processes carried out by the Study Group on Nutrition, Health and Quality of Life (GENSQ), of the Federal University of Santa Maria, with the community of the State High School Marshal Humberto de Alencar Castelo Branco. Given the multiplicity of situations that emerged during the process, the stages were progressively planned according to the demands, respecting the school dynamics. To monitor the activities, questionnaires, interviews, field diaries, photographic records and participant observation were used. The results are presented in three articles and in a manuscript. The first article was structured based on an investigation of the panorama of studies directed towards health education in the Brazilian educational context. In the second article, the contributions of training processes were analyzed with research as an articulator of pedagogical practices. In addition, the third article contemplated the construction of an interdisciplinary teaching-learning proposal based on projects for health education in the school context. Finally, the manuscript was dedicated to analyzing the contributions of action research to identify the health determinants of students. In conclusion, it became evident that the insertion of the training processes provided the problematization of themes present in the students' daily lives, contextualized from the identification of local demands. In addition to guiding collective and interdisciplinary work, project pedagogy guided actions in the classroom, made it possible to increase pedagogical health practices linked to the school curriculum and promoted the integration of family members in school activities. Finally, this methodology integrated with a systematic action research process proved to be efficient in providing a collaborative and significant teaching-learning environment.