Detalhes bibliográficos
| Ano de defesa: |
2019 |
| Autor(a) principal: |
SILVA, Premma Hary Mendes
 |
| Orientador(a): |
VALLE, Mariana Guelero do
|
| Banca de defesa: |
VALLE, Mariana Guelero do
,
GOMES, Márcia Cristina
,
SILVA, Jackson Ronie Sá da |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Federal do Maranhão
|
| Programa de Pós-Graduação: |
PROGRAMA DE PÓS-GRADUAÇÃO EM ENSINO DE CIÊNCIAS E MATEMÁTICA/CCET
|
| Departamento: |
DEPARTAMENTO DE BIOLOGIA/CCBS
|
| País: |
Brasil
|
| Palavras-chave em Português: |
|
| Palavras-chave em Inglês: |
|
| Área do conhecimento CNPq: |
|
| Link de acesso: |
https://tedebc.ufma.br/jspui/handle/tede/2865
|
Resumo: |
Health Education comprises an interface area between education and health in which a diversity of understandings, concepts, objectives, practices, content and methodologies, from both areas. In this research we aim to analyze the approach given to Health Education in textbooks Biology in two biology collections approved by the National Didactic Book Program (PNLD) of the year 2018, in order to investigate possible approaches in textbooks and identify how the transversal theme "Health" is represented in these books. This research is characterized as a qualitative approach and in the research methodological strategies of documentary research were adopted. The corpus of analysis consists of six books from two collections of biology of high school. The documentary research began with the preliminary analysis of the selected works. The next phase consisted of conducting a new reading of the works, this time in a thorough way, based on the analysis of the referential adopted on health approaches. We perceive that the biomedical approach is predominant in the collections and the way it is presented in the books makes us understand that by having its content highlighted in the body of the text, more evidence is conferred on the textbooks. This approach does not adequately visualize socio-economic, cultural and political aspects, among others. In the content identified in the behavioral approach, it is possible to perceive the individual's accountability about their health and the need for their conduct to be correct so that there is no change in their health condition. The socio-ecological approach does not dichotomizes the actions necessary to promote health in individual and collective, but understands that both actions compose the parts of a whole in the construction of a conception of health that involves the protagonism of the individual, the strength of the collectivity and values the various dimensions understood in the health-disease process. To the detriment of what is conveed in textbooks, both the individual dimension and the collective dimension of health need to be understood in the contentes related to health. The need to adopt an individual, but also collective, perspective stems from the fact that it is essential to consider the social determinants of health, analyzed from a social perspective, since analyzed in accordance with the point of community view has a relevant social effect. In the context of teaching, we understand that the resignifications that the teacher makes in their practice end up determining the way ES is worked in the classroom. It permeate the teaching work the power to free education in health of the restraints of the biomedical model, reductionist, uncritical, limited to the context of teaching and limiting to the critically developing of students. In this sense, we highlight the importance of Health Education for citizen training, expanding the possibility of forming students protagonists of actions that allow transforming their social reality, whether referring to individual or collective health or any other social sphere that requires critical positioning and decision-making that meets the social interests. |
