Entendimentos de professoras unidocentes sobre o tema saúde no contexto escolar: um estudo de caso nos anos iniciais de uma escola estadual

Abstract

The thematic under study emerged from the understanding that health is considered a polysemic term which it has several meanings, which ends up causing different approaches to its teaching. Thus, the concern here has been done to this teaching since the initial years of the formal schooling, principally directing an increased attention to this agent held responsible of to work the theme health in Initial Years of elementary school: the teacher unidocente. With this, it was sought to conduct this research on the subject by an educational bias, recognizing the approach of the renewed Health and the three dimensions of content as a didactic-pedagogic strategy to work for the Health theme in the school context. Thus, through a qualitative descriptive and exploratory case study, it was intended to comprise the understanding the positioning of five unidocentes teachers of the Initial Years in a state school of a gaucho municipality about the theme Health. For conducting this study, as instruments of data collection it was used the questionnaire with open questions; as procedures it was used document analysis and data organization. The results found indicate, in large part, the mere transmission of information that permeate the conceptual approach of health, as soon what can be perceived is that each teacher has worked the theme health of the way as each of them well it understands, it being approached predominantly in the discipline of Sciences. In relation to unidocente formation, by reports, it was perceived that, during the initial formation, the health thematic was better addressed during the Magisterium - Normal Course than in Higher Education - Pedagogy; for continuing education, it was enunciated that the theme health has been discussed and addressed in some way with more evidence, more emphatic through programs in schools, as the School Health Program (SHP). Already from the analyzes of study plans and plannings of teaching in the first years, it was evidenced the use of the textbook, whereas the biological aspect continues to be, basically, a content predominant focus, the same way by the work of contents involving health, so it was perceived one gap between theory and practice (praxis). Nevertheless, it was possible to identify the existence of content related to health in the initial years on discourse of the teachers investigated, even if the majority of them work this theme in way broadly and comprehensively. In view of this, sees the one need, when teaching contents related to health, the teachers could to make use of a pedagogical proposal which be (re)structured in the sense to exploit, even more and of diversified form, the three dimensions of content (conceptual, procedural and attitudinal). Furthermore, being able to think of ways to organize content area with more clarity and thoroughly, as well as didactic procedures that enable learning in different dimensions, different from those seen traditionally.