Relações entre saúde e educação na perspectiva de professores sobre as ações do Programa Saúde na Escola
Why this work is in the frame
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Bibliographic record
Abstract
The partnership between health and education is nothing new for either of these sectors.The school has always been seen as a privileged space for developing health-related activities.The school environment has been the stage for various models over the years, and has been marked by different approaches.The International Health Conference held in Ottawa (1986) in Canada brought about a new way of thinking about health, reframing health concepts and broadening the vision of health.As a result, progress has been made in thinking about health in the school environment and in the new benchmarks that value quality of life, the autonomy of the individual, the awareness of individuals with regard to individual and collective health, and the rights of citizens.With this in mind, the Health at School Program (PSE) was institutionalized, with the aim of permanently integrating and linking these sectors: health and education.In view of this important articulation, this research seeks to analyze the teachers' perspective on the actions of the School Health Program (PSE) and its relationship with the integral formation of students, advocated by the PSE.This is a qualitative study, based on Vygotsky's cultural-historical approach.Interviews were conducted with seven teachers who work in the municipal public school system of a municipality in the interior of So Paulo in the Middle Tiet Valley.The qualitative analytical method proposed by Braun and Clarke was used to organize the results.The results were organized into five themes: 1) PSE guidelines: an antagonistic relationship between the pairs; 2) Predominance of the biomedical view in school health activities; 3) "Stepping on eggs": criticism of the role of the family; 4) Comprehensive training in the context of the PSE; 5) Repercussion of the Covid-19 pandemic in the school environment: health and education.There is a lack of knowledge and distance from the actions of the PSE on the part of teachers, and they are often the executors of hierarchical planning.The focus of the actions carried out at school is predominantly biomedical, with teachers acting as "content reinforcers" for health professionals.Talking about health at school is a thorny issue and requires caution to avoid conflicts with families, accentuating the distance between school and family.The partnership between school and health, in the context of the PSE, can make an important contribution to the integral development of students, far beyond them not becoming ill.The pandemic has had an impact on the school environment, emphasizing the importance of health and school working together in the school environment.In this sense, it is necessary to understand the perspective that teachers have built in relation to health and education.It is permeated by historical, social and cultural processes and is constructed in the various interactions that have taken place in life.Even though the distance between the health and education sectors is accentuated, there is an understanding of the school as a privileged and transformative space for the development of health-related themes.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.002 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.001 | 0.004 |
| Science and technology studies | 0.003 | 0.001 |
| Scholarly communication | 0.004 | 0.001 |
| Open science | 0.002 | 0.000 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.011 | 0.006 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it