Educação em saúde no currículo de ciências nos anos finais do ensino fundamental em Alagoas: uma análise dos documentos oficiais

Abstract

Ensuring that health is contemplated in the educational process is necessary for a critical and reflective citizen formation, in this research we had as general objective to analyze how Health Education is approached in the school curriculum of the Alagoas Department of Education for the Final Years of elementary school , in the Science curriculum component. The analysis of official documents that deal with Health Education and curriculum construction, at the national level - BNCC- and state level - ReCAL, was mediated by data from the Health Department of Alagoas (SESAU), as a way of knowing the local reality . The documents were interpreted through Discursive Textual Analysis (DTA), in its three stages: unitarization, categorization and construction of metatexts. The Competences arranged in the BNCC, and the Skills, arranged in the ReCAL, were used as study material, which are accompanied by Pedagogical Didactic Developments (DesDP), which are guidance mechanisms, aiming to apply the Skills, in order to contemplate the reality of the state , which mirror the skills present in the BNCC.The analysis involved the construction of a database of keywords, through a fluctuating reading of the documents. Then, all Competences and Abilities that present these words, or some similar in context and meaning, were selected. These Skills and Skills were associated with the concept of Health, seeking to understand how the tripod established by the WHO is found. After analyzing the documents, we noticed both in the Skills and in the Skills, the presence of the health theme approach occurs, however, the pillars proposed by the WHO do not present themselves in relation to each other, with the intention of generating the defended balance for the effectiveness of the health, highlighting the presence of the aspects of the tripod, in isolation, in general, where in only one skill the three were shown together, in a smaller amount, two aspects are articulated, but the emphasis is given to the presence of only one point of the tripod. We thus conclude that there is the presence of health, however, its pillars are present in isolation. The need for teacher training that addresses this issue is evident, given that the health provided for in these documents is present, however, they are not related to what the body brings, nor is it addressed clearly. This training needs to be independent of the area, so that the approach to this theme is not seen only for curricular components such as Science and Biology, but as a training that develops the integrality of the individual.