Educação em saúde no autocuidado de hábitos posturais de escolares: é um jeito da gente mostrar o que sabe e se estiver errado a gente aprende algo novo
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Data
2021-02-26
Autores
Possetti, Izis Fernanda de Oliveira
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
As alterações posturais e as dores na coluna são consideradas problemas de saúde coletiva devido a sua alta prevalência. Dores crônicas na coluna afetam entre 54% a 90% da população adulta de sociedades industrializadas. A prevenção dessas condições pode ser desenvolvida no ambiente escolar, onde a realização de intervenções educativas pode promover bons hábitos posturais. Esta dissertação buscou desenvolver, descrever e analisar intervenções de educação em saúde centradas na postura dinâmica e estática de escolares do ensino fundamental I por meio de intervenção com metodologia participativa. Este é um estudo misto com utilização de metodologia quantitativa e qualitativa. O estudo quantitativo caracterizou-se como quasi-experimental longitudinal, do tipo antes e depois, no qual foi avaliado o conhecimento de escolares sobre hábitos posturais, a partir do questionário elaborado por Rebolho e adaptado para presente pesquisa. O estudo qualitativo realizou-se por meio da sistematização de experiência, utilizando como dados a observação participante do processo vivenciado e elaboração do diário de campo, atividades produzidas pelos estudantes e entrevistas com os pais e a professora. Como referencial da educação dialógica utilizou-se Paulo Freire e a educação pela experiência com referencial de Bondìa. A análise qualitativa realizou-se a partir da perspectiva de Minayo. Participaram das intervenções 22 crianças, de 9 e 10 anos, de ambos os sexos, matriculadas no 4º ano do ensino fundamental I de uma escola municipal do interior do estado de São Paulo. Realizou-se dez intervenções mediadas pela pesquisadora, centrados em atividades lúdicas e rodas de conversa abordando temas de saúde, coluna vertebral, forma correta de sentar e levantar, peso de mochila, mobiliário para estudo, entre outros. O processo foi (re)construído à medida que as intervenções foram se desenvolvendo, considerando as necessidades do grupo oportunizando aos escolares vivenciar situações práticas e aprender sobre hábitos posturais no sentido de experienciarem o fazer. Um perfil do grupo foi traçado à partir da aplicação de um questionário buscando reconhecer conhecimentos prévios dos alunos, referentes a hábitos posturais. Nas respostas, os escolares demonstraram reconhecer diversos aspectos relacionados com a temática do estudo. Este questionário foi reaplicado ao final do estudo e demonstrou novos conhecimentos em alguns aspectos. A partir da descrição e análise das intervenções, entrevistas e caderno de campo construiu-se as seguintes categorias temáticas: O saber que traziam, o saber não é fazer, o novo a se conhecer e o saber mobilizando o fazer, educação postural construída pela escola e pela família, o saber reinventado e reimaginado e a pesquisa: expectativas, obstáculos e frustrações. As atividades realizadas proporcionaram que os estudantes experienciassem o saber e o fazer frente as possibilidades de melhoria dos hábitos posturais. Assim, o fisioterapeuta, por meio da metodologia participava, pode desenvolver com os escolares práticas sobre hábitos posturais que permitem aprendizagens significativas, dialogando com a realidade vivenciada, sendo a escola e a família fundamentais no processo.
Postural changes and backaches are considered a public health problem, due to its great prevalence. Chronic spine pains affect between 54% to 90% of adult population in industrialized societies. The prevention of such conditions can be developed in the school environment, where educational interventions are able to promote good postural habits. This dissertation searches to develop, describe and analyze health education interventions focused on the dynamic and static posture of elementary I school students. through intervention with participatory methodology. This is a mixed study that uses quantitative and qualitative methodology. The quantitative study was characterized as quasi-experimental longitudinal, like before and after type, in which it was evaluted students' knowledge about postural habits, from the questionnaire prepared by Rebolho and adapted for this research. The qualitative study was carried out through the systematization of experience, using as data the participant observation of the experienced process and elaboration of the field jornal, activities produced by students and interviews with parents and the teacher. As a referential for dialogical education, was used Paulo Freire and education through experience with Bondìa's reference. The qualitative analysis was made from the Minayo´s perspective. Attended in the interventions 22 children, of 9 and 10 years old, from both sexes, enrolled in the 4th year of elementary I school from a municipal school in São Paulo’s inland. It was made ten interventions mediated by the researcher, focused on playful activities and conversation circles addressing health issues, the spine, correct way to sit and stand, backpack weight, study furniture, among others. The process was (re)built while the interventions were being developed, considering the needs of the group, allowing students to experience practical situations and learn about postural habits in order to experience the “doing” A group profile was drawn from the application of a questionnaire seeking to recognize students' previous knowledge regarding postural habits. In the responses, the students demonstrated to recognize several aspects related to the theme of the study. This questionnaire was reapplied at the end of the study and demonstrated new knowledge in some aspects. From the description and analysis of the interventions, interviews and field journal, the following thematic categories were constructed: Previous Knowledge that they brought, knowing is not doing, the new to know and the knowledge mobilizing the doing, postural education built by the school and family, reinvented and reimagined knowledge and the research: expectations, obstacles and frustrations. The carried out activities provided students with the opportunity to experience knowledge face the possibilities of improving postural habits. Thus, the physiotherapists, through the participatory methodology, could develop with the students practices on postural habits that allow meaningful learning, dialoguing with the experienced reality, in which school and family are fundamental in the process.
Postural changes and backaches are considered a public health problem, due to its great prevalence. Chronic spine pains affect between 54% to 90% of adult population in industrialized societies. The prevention of such conditions can be developed in the school environment, where educational interventions are able to promote good postural habits. This dissertation searches to develop, describe and analyze health education interventions focused on the dynamic and static posture of elementary I school students. through intervention with participatory methodology. This is a mixed study that uses quantitative and qualitative methodology. The quantitative study was characterized as quasi-experimental longitudinal, like before and after type, in which it was evaluted students' knowledge about postural habits, from the questionnaire prepared by Rebolho and adapted for this research. The qualitative study was carried out through the systematization of experience, using as data the participant observation of the experienced process and elaboration of the field jornal, activities produced by students and interviews with parents and the teacher. As a referential for dialogical education, was used Paulo Freire and education through experience with Bondìa's reference. The qualitative analysis was made from the Minayo´s perspective. Attended in the interventions 22 children, of 9 and 10 years old, from both sexes, enrolled in the 4th year of elementary I school from a municipal school in São Paulo’s inland. It was made ten interventions mediated by the researcher, focused on playful activities and conversation circles addressing health issues, the spine, correct way to sit and stand, backpack weight, study furniture, among others. The process was (re)built while the interventions were being developed, considering the needs of the group, allowing students to experience practical situations and learn about postural habits in order to experience the “doing” A group profile was drawn from the application of a questionnaire seeking to recognize students' previous knowledge regarding postural habits. In the responses, the students demonstrated to recognize several aspects related to the theme of the study. This questionnaire was reapplied at the end of the study and demonstrated new knowledge in some aspects. From the description and analysis of the interventions, interviews and field journal, the following thematic categories were constructed: Previous Knowledge that they brought, knowing is not doing, the new to know and the knowledge mobilizing the doing, postural education built by the school and family, reinvented and reimagined knowledge and the research: expectations, obstacles and frustrations. The carried out activities provided students with the opportunity to experience knowledge face the possibilities of improving postural habits. Thus, the physiotherapists, through the participatory methodology, could develop with the students practices on postural habits that allow meaningful learning, dialoguing with the experienced reality, in which school and family are fundamental in the process.
Descrição
Palavras-chave
Estudantes, Fisioterapia, Postura, Prevenção Primária, Promoção da Saúde, Students, Physiotherapy, Posture, Primary Prevention, Health Promotion