Ações educativas no ensino fundamental sobre prevenção de acidentes de trânsito
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Data
2018-12-12
Autores
Sarto, Adélia Suzana Barreiro Del [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
Acidentes de trânsito causam elevada morbimortalidade infantil e representam um problema de saúde pública global, mas são previsíveis e preveníveis. A educação para prevenção de acidentes infantis é indicada para ocorrer em escolas, mas tem sido escassa. Os objetivos desta pesquisa foram elaborar, aplicar e avaliar ações educativas no ensino fundamental sobre prevenção de acidentes de trânsito. O estudo foi conduzido em duas escolas públicas de uma cidade do interior do estado de Minas Gerais com aproximadamente 180 mil habitantes, uma para estudo piloto e outra para os grupos intervenção e controle parcial. Participaram do estudo piloto 22 alunos e a professora. Do grupo intervenção participaram 22 alunos, 12 do sexo masculino e 10 do sexo feminino (média de idade de 8 anos e DP±0,95), seus responsáveis (14 mães, 2 pais e 2 tios; média de idade de 41 anos e DP±6,41), a diretora (36 anos), a professora (37 anos) e a cuidadora (26 anos). Do grupo controle participaram 22 alunos, 13 do sexo masculino e 9 do feminino (média de idade de 8 anos e DP±0,95). Foram utilizados questionários, roteiro para observação do comportamento, filmadora, carro, moto e diversos materiais lúdicos/educativos. Como procedimentos para a elaboração das ações foi realizado levantamento de informações com os participantes e criação de módulos de ensino e de avaliação; para a aplicação das ações foram realizados, em sala de aula, os módulos criados; e para a avaliação foram analisados os resultados dos questionários realizados na sala e a observação de comportamentos realizada na quadra da escola, antes e após as ações educativas, e o questionário final de avaliação. O grupo controle respondeu aos questionários. Como resultados, foram criados e aplicados quatro módulos de ensino, avaliados por questionários e observação de comportamentos durante as ações, e questionários no final. Verificou-se que os alunos dos dois grupos possuíam informações corretas sobre alguns comportamentos, entretanto, após as ações, o grupo intervenção apresentou aumento, como chamar um adulto para atravessar a rua e utilizar o cinto de segurança. Quanto a este último comportamento, a observação pré-ações revelou que nenhum aluno do grupo intervenção utilizou o equipamento, e pós-ações, 13 o fizeram. Considerando todos os módulos e pós-ações, o grupo intervenção acertou 20% mais nos questionários e 86% mais nos comportamentos na quadra e, em comparação ao grupo controle, acertou 50% mais nos questionários. Entretanto, os acertos nos questionários antes das ações nem sempre foram compatíveis com a emissão de comportamentos na quadra, por exemplo, todos responderam ser importante usar cinto de segurança, mas nenhum utilizou, indicando diferenças entre “saber” e “fazer”. Encontraram-se diferenças estatísticas significativas nos comportamentos de chamar um adulto (P=0,014), olhar para os dois lados antes da travessia (P=0,0046), acenar para o condutor (P=0,045), atravessar a rua em linha reta (P=0,014), sentar no banco de trás (P=0,0143) e usar o cinto de segurança (P=0,083). Concluiu-se que as ações educativas são aplicáveis no ensino fundamental e podem contribuir para ampliar informações corretas e comportamentos voltados para a prevenção de acidentes infantis de trânsito.
Car accidents cause a high infantile morbimortality and represent a global public health problem, but they are foreseeable and preventable. The education for the prevention of infantile accidents is pointed out to happen in schools, but it has been scarce. The goals of this research were to elaborate, apply and evaluate educational actions in elementary school about traffic accidents prevention. The study was conducted in two public schools, in a small town of Minas Gerais with approximately 180 thousand inhabitants. One as a pilot study and the other for the intervention and partial control group. It attended the pilot study 22 students and the teacher. In the intervention group 22 students, 12 male and 10 female (average age of 8 years old and DP 0,95), the people responsible for them (14 mothers, 2 fathers and 2 uncles; average age of 41 years old and DP 6,41) , the principal, age 36, the teacher, age 37 and the caregiver, age 26 attended it. In the control group 22 students, 13 male and 9 female (average age of 8 years old and DP 0,95) attended it. Questionnaire, behavior observation guideline, camcorder, car, motorcycle and several other playful materials were used. As a procedure for the actions elaborations, a gathering of information was made with the participants and a teaching and evaluation module was created; for the application of the actions it was realized, in the classroom, the created modules; and for the evaluation the results of the questionnaires made in the classroom, the behavior observation realized in the school court, before and after educational actions, and the final evaluation questionnaire were all analyzed. The control group answered the questionnaires, and as a result, 4 teaching modules were created and applied, evaluated by questionnaires and behavior observation during the actions and the final questionnaire. It turned out the students of both groups had correct information about some behavior, however after the actions, the intervention group showed some enhancement like calling an adult to cross the street and wearing the seatbelt. Regarding this last behavior, the observation of the pre-actions showed that none of the 13 students of the intervention group utilized the equipment, and the after-action. Considering all modules and after-actions, the intervention group got over 20% of right answer of the questionnaires and 86% over regarding the behavior in the school court, and it got over 50% right in the questionnaires comparing to group control. However, the right answers in the questionnaires before the actions were not always compatible with the behavior at the courtyard, for instance. Everyone answered about being important the use of the seatbelt, but none of them wore it, indicating the difference between “knowing” and “doing”. It was found meaningful statistics differences in the behavior of calling an adult (P=0,014), looking to both sides of the road before crossing it (P=0,0046), waving to the driver (P=0,045), crossing the street in a straight line (P=0,014), sitting in the back seat (P=0,0143) and wearing the seatbelt (P=0,083). It was concluded that the educational actions are applicable in the elementary school and can contribute to amplify correct information and behavior directed to infantile traffic accidents prevention.
Car accidents cause a high infantile morbimortality and represent a global public health problem, but they are foreseeable and preventable. The education for the prevention of infantile accidents is pointed out to happen in schools, but it has been scarce. The goals of this research were to elaborate, apply and evaluate educational actions in elementary school about traffic accidents prevention. The study was conducted in two public schools, in a small town of Minas Gerais with approximately 180 thousand inhabitants. One as a pilot study and the other for the intervention and partial control group. It attended the pilot study 22 students and the teacher. In the intervention group 22 students, 12 male and 10 female (average age of 8 years old and DP 0,95), the people responsible for them (14 mothers, 2 fathers and 2 uncles; average age of 41 years old and DP 6,41) , the principal, age 36, the teacher, age 37 and the caregiver, age 26 attended it. In the control group 22 students, 13 male and 9 female (average age of 8 years old and DP 0,95) attended it. Questionnaire, behavior observation guideline, camcorder, car, motorcycle and several other playful materials were used. As a procedure for the actions elaborations, a gathering of information was made with the participants and a teaching and evaluation module was created; for the application of the actions it was realized, in the classroom, the created modules; and for the evaluation the results of the questionnaires made in the classroom, the behavior observation realized in the school court, before and after educational actions, and the final evaluation questionnaire were all analyzed. The control group answered the questionnaires, and as a result, 4 teaching modules were created and applied, evaluated by questionnaires and behavior observation during the actions and the final questionnaire. It turned out the students of both groups had correct information about some behavior, however after the actions, the intervention group showed some enhancement like calling an adult to cross the street and wearing the seatbelt. Regarding this last behavior, the observation of the pre-actions showed that none of the 13 students of the intervention group utilized the equipment, and the after-action. Considering all modules and after-actions, the intervention group got over 20% of right answer of the questionnaires and 86% over regarding the behavior in the school court, and it got over 50% right in the questionnaires comparing to group control. However, the right answers in the questionnaires before the actions were not always compatible with the behavior at the courtyard, for instance. Everyone answered about being important the use of the seatbelt, but none of them wore it, indicating the difference between “knowing” and “doing”. It was found meaningful statistics differences in the behavior of calling an adult (P=0,014), looking to both sides of the road before crossing it (P=0,0046), waving to the driver (P=0,045), crossing the street in a straight line (P=0,014), sitting in the back seat (P=0,0143) and wearing the seatbelt (P=0,083). It was concluded that the educational actions are applicable in the elementary school and can contribute to amplify correct information and behavior directed to infantile traffic accidents prevention.
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Palavras-chave
Prevenção de acidentes, Acidentes de trânsito, Educação para o trânsito, Ensino fundamental, Accidents prevention, Traffic accidents, Traffic education, Elementar school