A autoeficácia de gestores escolares para a promoção de uma escola saudável e os seus processos facilitadores e dificultadores
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Data
2021-05-28
Autores
Oliveira, Claudeir Germano
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
A promoção de saúde é um tema de fundamental importância para o ambiente escolar, pois está vinculada aos direitos humanos e a escola configura-se como um espaço privilegiado para essa discussão, pela premissa de formação integral dos seus estudantes. A atuação dos gestores escolares na implementação eficaz da promoção de saúde no ambiente escolar foi identificada por diversos estudos como crucial. Nesse sentido, ao pensar práticas abrangendo educação e saúde, precisa-se considerar os gestores escolares. Especificamente, neste estudo, objetivamos a) Identificar os pontos fortes e fracos, as oportunidades e ameaças para a promoção de uma escola saudável; b) Mensurar a autoeficácia dos gestores escolares para a promoção de uma escola saudável; c) Correlacionar as variáveis pessoais e de contexto para a promoção de uma escola saudável. O contexto de investigação teve como lócus uma rede pública de ensino municipal do interior paulista – participaram 104 gestores escolares que atuam na educação infantil e nos anos iniciais do ensino fundamental. Foram utilizados três instrumentos para a coleta de dados: a) Questionário de caracterização do participante; b) Escala de Autoeficácia (EA) para promoção de uma escola saudável; c) Matriz SWOT sobre os pontos fortes e fracos, as oportunidades e as ameaças para a promoção de uma escola saudável. Foi encontrado que os gestores escolares apresentam uma percepção moderada da crença de AE para promover uma escola saudável. Os fatores evidenciados como facilitadores da promoção da saúde na escola foram: a equipe escolar como um fator positivo; parcerias com universidades, serviços de saúde ou de educação; famílias participativas e comprometidas; os equipamentos públicos comunitários presentes no entorno escolar; os recursos materiais da escola. Já, os fatores considerados como dificultadores que mais se evidenciaram foram: a falta de recursos materiais; a resistência de parte do corpo docente a novos projetos; a baixa participação das famílias nos projetos da escola; a falta de tempo; a falta de apoio e de políticas de incentivo por parte das entidades públicas para a realização de projetos com vistas à promoção de uma escola saudável; Os resultados foram discutidos à luz do referencial da teoria social cognitiva e com a literatura pertinente sobre a promoção de saúde na escola. Conclui-se que é necessário promover a autoeficácia de gestores escolares para se sentirem capazes de criar um ambiente propício à promoção de saúde na escola. Baseado no projeto educacional da escola, as ações dos gestores podem ajudar a transformar a escola em um espaço que também colabore para a promoção de saúde e bem-estar das pessoas que ali estudam e trabalham e à comunidade ao seu entorno.
Health promotion bounded on the Human Rights is essential to be discussed in schools that aim for a comprehensive education of its students. When thinking to implement health promotion and education programs in schools, principals and pedagogical coordinators need to be included in this discussion, once their roles as school managers are important to efficacious implementation of those programs. In this study, we aimed to a) Identify the strengths and weaknesses, opportunities and threats for promoting healthy schools; b) Measure school managers' self-efficacy for promoting a healthy school; and c) correlate school manager’s personal and context variables to promote healthy schools. This study was realized with manager staff from public schools in a countryside city in São Paulo state. Participants included 104 school managers who worked at kindergarten and elementary schools. Data were collected through a set of three instruments: a) participant characterization questionnaire, b) School manager self -efficacy to promote healthy schools scale, and c) SWOT matrix for promotion of healthy schools. As results, school managers showed a moderate level of self-efficacy to promote healthy schools. As facilitating factors to promote health schools were mentioned: school staff; partnership between school and universities, health or educational services; family engagement; public equipment nearby schools for the use of community; and school resources. On the other hand, the most common hindrance factors mentioned by the participants include: lack of resources; teacher resistance to new projects; lack of family participation in school projects; lack of time; lack of support from politician and public policies to develop and implement projects to promote healthy schools. Results were discussed on the light of social cognitive theory and the literature related to health promotion at schools. As conclusion, it is necessary to develop principal and pedagogical coordinators’ self-efficacy to promote healthy schools, so they believe they are capable of develop a fruitful environment to promote health in schools. Based on the school's educational project, the actions of managers can help to transform the school into a space that also seeks to collaborate to promote the health and well-being of people who study and work there as well as for the school community.
Health promotion bounded on the Human Rights is essential to be discussed in schools that aim for a comprehensive education of its students. When thinking to implement health promotion and education programs in schools, principals and pedagogical coordinators need to be included in this discussion, once their roles as school managers are important to efficacious implementation of those programs. In this study, we aimed to a) Identify the strengths and weaknesses, opportunities and threats for promoting healthy schools; b) Measure school managers' self-efficacy for promoting a healthy school; and c) correlate school manager’s personal and context variables to promote healthy schools. This study was realized with manager staff from public schools in a countryside city in São Paulo state. Participants included 104 school managers who worked at kindergarten and elementary schools. Data were collected through a set of three instruments: a) participant characterization questionnaire, b) School manager self -efficacy to promote healthy schools scale, and c) SWOT matrix for promotion of healthy schools. As results, school managers showed a moderate level of self-efficacy to promote healthy schools. As facilitating factors to promote health schools were mentioned: school staff; partnership between school and universities, health or educational services; family engagement; public equipment nearby schools for the use of community; and school resources. On the other hand, the most common hindrance factors mentioned by the participants include: lack of resources; teacher resistance to new projects; lack of family participation in school projects; lack of time; lack of support from politician and public policies to develop and implement projects to promote healthy schools. Results were discussed on the light of social cognitive theory and the literature related to health promotion at schools. As conclusion, it is necessary to develop principal and pedagogical coordinators’ self-efficacy to promote healthy schools, so they believe they are capable of develop a fruitful environment to promote health in schools. Based on the school's educational project, the actions of managers can help to transform the school into a space that also seeks to collaborate to promote the health and well-being of people who study and work there as well as for the school community.
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Palavras-chave
Escola, Administradores escolares, Promoção da saúde, Self-efficacy, Manager, Health, School