Procedimentos pedagógicos no ensino fundamental voltados para a prevenção de quedas acidentais
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Data
2013-02-22
Autores
Vilas Bôas, Bruna [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Os acidentes infantis constituem um problema de saúde pública mundial, por causar elevada morbimortalidade, com as quedas ocupando lugar de destaque. Ações educativas podem contribuir para a prevenção destes acidentes, mas ainda são incipientes, sobretudo nas escolas. O objetivo desta pesquisa consistiu em avaliar o efeito de dois procedimentos pedagógicos na aprendizagem de conceitos sobre a prevenção de quedas acidentais infantis. A pesquisa foi realizada em uma escola da rede municipal de ensino fundamental de uma cidade localizada no interior paulista, com aproximadamente 220 mil habitantes, mais especificamente com quatro turmas do quarto ano do ensino fundamental. Participaram quatro professores, sendo três do sexo feminino, e 63 alunos, sendo 54% do sexo feminino. Utilizou-se um livro paradidático com atividades complementares e um jogo educativo, ambos com conteúdos similares e voltados para a temática da prevenção de quedas acidentais infantis, bem como questionário para os professores e para os alunos. Cada turma de alunos constituiu um grupo, assim, 15 alunos compuseram o grupo do jogo educativo (GJE), 16 o grupo controle do jogo educativo (CJE), 16 o grupo do livro paradidático (GLP) e 16 o grupo controle do livro paradidático (CLP). Os alunos dos quatro grupos responderam a um questionário (pré e pós teste) sobre a temática em dois momentos, com intervalo de duas semanas. Os dois grupos controles não receberam intervenção. Os outros dois grupos receberam intervenção logo após a aplicação do questionário inicial, em sala de aula, integrando-se às atividades curriculares. Para os professores dos grupos intervenção (GLP e GJE) foram aplicados questionários para avaliação das ações realizadas. Os dados foram analisados estatisticamente por meio do teste de MacNemar. Verificou-se que os escolares apresentaram elevado percentual...
The childhood accidents are a public health problem worldwide, for to cause high morbidity and mortality, with the falls stood out. Educational activities may contribute to the prevention of accidents, but are still incipient, particularly in schools. The objective of this research was to evaluate the effect of two pedagogical procedures in learning concepts about the prevention of accidental falls. The survey was conducted in a municipal primary school in a city of the countryside of São Paulo, with approximately 220 thousand inhabitants, more specifically with four classes of the fourth year of elementary school. Participed four teachers, three female, and 63 students, been 54% female. Were used a paradicdatic book with complementary activities and an educational game, both with similar contents and focused on the theme of children's accidental falls prevention, as well as questionnaire for teachers and for students. The students made part of four groups: 15 of the educational game group's (EGG), 16 of the controls from educational game (CEG), 16 of the paradicdatic book group's (PBG) and 16 of the controls from the paradicdatic book (CLP). Students from the four groups answered to a questionnaire (pre and post tests) about the theme in two moments, with a break of two weeks. The two control groups received no intervention. The other two groups received intervention immediately after applying the initial questionnaire in the classroom, integrating them with the curricular activities. For teachers from the intervention group (PBG and EGG) questionnaires were administered to evaluate the actions taken. Data were analyzed statistically using the test MacNemar. Verified that the students provided a high percentage of correct prior knowledge and that pedagogical procedures increased both the percentage of correct answers... (Complete abstract click electronic access below)
The childhood accidents are a public health problem worldwide, for to cause high morbidity and mortality, with the falls stood out. Educational activities may contribute to the prevention of accidents, but are still incipient, particularly in schools. The objective of this research was to evaluate the effect of two pedagogical procedures in learning concepts about the prevention of accidental falls. The survey was conducted in a municipal primary school in a city of the countryside of São Paulo, with approximately 220 thousand inhabitants, more specifically with four classes of the fourth year of elementary school. Participed four teachers, three female, and 63 students, been 54% female. Were used a paradicdatic book with complementary activities and an educational game, both with similar contents and focused on the theme of children's accidental falls prevention, as well as questionnaire for teachers and for students. The students made part of four groups: 15 of the educational game group's (EGG), 16 of the controls from educational game (CEG), 16 of the paradicdatic book group's (PBG) and 16 of the controls from the paradicdatic book (CLP). Students from the four groups answered to a questionnaire (pre and post tests) about the theme in two moments, with a break of two weeks. The two control groups received no intervention. The other two groups received intervention immediately after applying the initial questionnaire in the classroom, integrating them with the curricular activities. For teachers from the intervention group (PBG and EGG) questionnaires were administered to evaluate the actions taken. Data were analyzed statistically using the test MacNemar. Verified that the students provided a high percentage of correct prior knowledge and that pedagogical procedures increased both the percentage of correct answers... (Complete abstract click electronic access below)
Descrição
Palavras-chave
Prevenção de acidentes infantis, Ensino fundamental, Jogos educativos
Como citar
VILAS BÔAS, Bruna. Procedimentos pedagógicos no ensino fundamental voltados para a prevenção de quedas acidentais. 2013. 83 f. Dissertação (mestrado) - Universidade Estadual Paulista Júlio de Mesquita Filho, Faculdade de Filosofia e Ciências de Marília, 2013.