A representação social dos acidentes escolares por educadores em escola de 1ª a 4ª série do ensino fundamental, Belo Horizonte

• Ano de defesa: 2006
• Autor(a) principal: Soraia Pinto Sena
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; UFMG
• Palavras-chave em Português: Acidente escolar; Representação Social; Prevenção de acidentes; Educador; Acidente; Família/escola; Criança; Saúde escolar; Relações interpessoais; Acidentes; Serviços de saúde escolar; Prevencao de acidentes; Responsabilidade social
• Link de acesso: http://hdl.handle.net/1843/ECJS-6Y6JEW

Acidents in childhood not only threaten human life, but they can also cause both physical and emotional damage in children and adolescents. Accidents lead to absenteism from school and academic failure, and are an educational and a public health problem. The objective of this research was to study the social representations of educators regarding accidental injuries sustained by children from the 1st to the 4thgrade of elementary schools in Belo Horizonte. The study was qualitative, based on semi-structured interviews with educators in 17 private schools of Belo Horizontes upper class. The interviewed subjects were chosen because they had priviledged information regarding their school group. The number of interviewed schools was not previously defined, exaustion criteria was the criteria used for interruption of data collection. The following issues were analysed: general impressions regardingaccidents in school; concepts and beliefs regarding accidents in school; reported training for dealing with the injured child; feelings regarding competence to deal with the accident; strategies to avoid and deal with accidents and percieved responsability regarding the accident. Through the reports, we observed that, regarding the concept and definition of accident, there lingers an idea of fatality even when alongside deconcept of it being a somewhat predictable occurance. Another aspect which is highlighted is the fact that educators do not feel prepared to deal with the accident and report incipient competence for ensuring assistance to the injured child, relying on their own experience as parents. There was heterogenity and relative ambiguity in the determination of who was responsable for prevention and assistance, varying from the responsability being of the school, to the family and, including, in some cases, the child. The responsabilization of all those involved was also mentioned. 9 The solutions proposed by the interviewed subjects varied according to who they considered responsable for the accident, with emphasis being on watching the childand interventions in the physical space. There was also mention of the wish and need for training of educators. The paper discusses current and historical determinants, regarding education, families and children, in the construction of the representation of accidents in the minds of educators. We believe that it is necessary to expand the discussion and further research, including public education, teenagers and violence in the discussion. We recommend the implementation of a public healthpolicy with preventive strategies and educator training in order to help schools and students in accident prevention.