Health promotion in schools: speeches, representations, and approaches

a qualitative study, of the case study type, carried out with 17 teachers from the municipal and state educational network. The data were obtained from interviews and analyzed by the Content-Oriented Discourse Analysis.

Results:

medical-sanitary and clinical-biological discourses predominated. Health is represented as the absence of disease, reflecting approaches that prioritize healthy habits and changes in behavior. Problematization of social determinants occurs in projects, in an intersectorial partnership.

Final Considerations:

carrying out projects of health promotion in schools ignores the solidification of partnerships and the construction of new speeches that represent it as quality of life conditioned by social, economic, and cultural factors as well as strategies for the ideological repositioning of those actors who act in this setting.

Descriptors:
Health Promotion; School Health Services; Addresses; Social Determinants of Health; Intersectoral Collaboration

Textual fragments (speeches)
[...] we also give this brushstroke and sometimes there are very serious individual cases on the person's hair hygiene, right? Of dentition ... body and such... [...] MSN 02

[...] so ... I think [laughs] I understand that health promotion is something done daily, that already comes kind of, of [...] let me see [...] hygiene habits, issue that [...] is something that already comes [...] that already comes from, from [...] from home, for example, and that is coming here and we are working on it. I do not know; I think that's it. [laughs] because, thus, the issue of hygiene habits, for example, that is what we usually work in the classroom... [...] MSN 07

[...] ... body hygiene, right? Personal hygiene, right? The main thing that we think, that's where you have to talk more ... right? [...] let's suppose: in this bimester, we choose a week to talk about personal hygiene, body hygiene, personal, there everything we can bring and do, show, present, to catch the attention of the student, we do demonstrations and exhibitions of some things... [...] SSN 04

Textual fragments (speeches)
[...] there is a partnership with the FHU [Family Health Unit] that makes periodic visits ... weekly, monthly ... and within our planning, as I have already said, we, in transversal themes, for example ... the We work very hard on this too, STIs ... the work on STIs, we have a very intensive work on this part, right?... [...] SSN 01

[...] the subject that most speaks about health is Science and Biology, which studies the human body [...] it always speaks ... about these diseases: HPV [Herpes Papilloma Virus], on the mosquito that transmits to Zica, Dengue, Chikungunya [...] has also been ... for prevention, AIDS as well, HIV [Human Immunodeficiency Virus] [...] SSN 03

[...] It's ... all of a sudden, these people often come from the medical center to do these jobs, right? And there have been lectures, understand? [...] with respect to sexuality, drugs, these things that they need a lot and ... about that, these things that teens need ... and healthy eating have already done work here, including teaching the boys to make the natural sandwich [...] SSN 15

[...] it is the Municipal Education Network [...]You already have it on the calendar so it's important, is not it? Because food is important for health ... we already work within the curricular content [...]the healthy eating week because it already comes in the given calendar... MSN 07

Textual fragments (speeches)
[...]as the goal of the project is to train ... teens, right? For the protagonism ... and for ... to be multiplier agents, right? [...] because it is working with various themes ... culture of peace, sexuality, race, and ethnicity. But the project, it comes to contribute because it has reinforced this training, not only with the students, because it also works with professionals in education, school, working with parents and family. I think the work gets more consistent when you do the work with the family, right? With the community [...] MSN 09

[...] our students participate in the walks, they make tracks along with the teachers, with the theme, and then we go out with them and that walk is here inside the neighborhood itself, understand? Then he joins all the institutions with band, with everything, there goes: with this walk through the stSSNts of the neighborhood, talking about this question of the importance of protecting the child, right? Her childhood, ensuring her childhood with dignity [...] MSN 12

[...] the peace culture project is a development of ... is ... health promotion, I see the work of the NGO [Non-Governmental Organization] and schools, in general, the network itself, right? It's health promotion when you come together to think strategies [...] I see health along with education, along with everything [...] is precisely this guaranteeing basic rights for the community. MSN 17

Associação Brasileira de Enfermagem SGA Norte Quadra 603 Conj. "B" - Av. L2 Norte 70830-102 Brasília, DF, Brasil, Tel.: (55 61) 3226-0653, Fax: (55 61) 3225-4473 - Brasília - DF - Brazil
E-mail: reben@abennacional.org.br

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[1] Corresponding author: Maria Benegelania Pinto. E-mail: benegelania@yahoo.com.br