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Indyara de Araujo Morais Student of Public Health

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Apresentação em tema: "Indyara de Araujo Morais Student of Public Health"— Transcrição da apresentação:

1 Indyara de Araujo Morais Student of Public Health
Participatory Intervention with Children and Teenagers in Need, Federal District, Brazil Good afternoon, I'm Indyara Morais student of Public Health at the University of Brasilia. And I present to you my work with children and teenagers of the administrative region of the Federal District Indyara de Araujo Morais Student of Public Health

2 Indyara de Araujo Morais¹ Antonio Cipriano Neto¹
Participatory Intervention with Children and Adolescents in Need. Federal District. Brazil Indyara de Araujo Morais¹ Antonio Cipriano Neto¹ Emmanuel Garcia Nascimento¹ Matheus Jacobina de Jesus¹ Oscar Peixoto¹ Olga Maria Ramalho de Albuquerque² ¹ Graduate students in Public Health ² Professor of Graduation Public Health and counselor of the project. In this project there were five students in the same course, which unfortunately could not come with me. Our counselor Albuquerque Olga was formed in odontology with PhD in Public Health

3 Introduction Health Promotion
“Process of exchanging knowledge with the community to work on improving the quality of life and health, including greater participation in the control their health’s determinants.” (WHO, 1986) What is healt promotion? It is… In Brazil we have in the bibliography Paulo Freire who works the perspective of knowledge exchange between researcher and researched. While disease prevention is tutelary focusing on biological and lifestyles, health promotion is emancipator focusing on social determinants to create a healthy environment.

4 Introduction Health Promotion Action Means:
Build Healthy Public Policy; Strengthening Community Action; Creating Supportive Environments to Health; Development of Personal Skills; Reorient Health Services; Moving Into the Future (WHO 1986) Health promotion strategies and programmes should be adapted to the local needs and possibilities of individual countries and regions to take into account differing social, cultural and economic systems. This is the health promotion action means:

5 Introduction According to the Brazilian Statute of Children and Teenagers: “Child - people with up to twelve years incomplete Teenagers - people between twelve and eighteen years of age. It is the duty of the family, community, society in general and the public power to ensure, with absolute priority to put the rights concerning life, health, food, education, sports, leisure, professional training, culture, dignity , respect, freedom, and family life and community coexistence. “ (ECA , 1990) We worked with children and teenagers.

6 Introduction The institution COSE - Education Advising Center Partner : plays an important role in strengthening family life, which serves children, adolescents, adults and elderly community of low economic partner. Offers various activities. Its approach to health is the predominant socio environmental for all ages. But for children and adolescents the behavioral appears necessary. There are several COSEs at Federal district. At this place they spend half day with some activities and then they go to regular school. Há tres tipos de abordagem: biomédica, comportamental e socioambiental. A biomedica a questão biologica do ser humano, tem como estratégia Vacinas, analises clinicas individuais e populacionais, terapias com drogas, cirurgias. A comportamental tem como estratégia a mudança do estilo de vida da pessoa. E a Socio Ambiental ligada diretamente a promoção da saúde busca coalizações para advocacia e ação política; Promoção de espaços saudáveis; empoderamento da população; Desenvolvimento de habilidades, conhecimento, atitudes; Reorientação dos serviços de saúde; “as ações implementadas em todos os níveis de atenção, além de tratar e/ou prevenir doenças, destinam-se, também, a promover o crescimento e desenvolvimento infantil, numa perspectiva de qualidade de vida”. As crianças possuem uma característica diferente, elas costumam se “espelhar” nos adultos.

7 Introduction COSE’s photos

8 Introduction "The actions taken at all levels of care, and treating and / or preventing diseases, intended also to promote child growth and development from the perspective of quality of life.”(Marciel et al 2010) “ Children have a different characteristic, they tend to "mirror" in adults.” (Assao 2007) Which means we can not have only one socio environmental approach, because children and adolescents are developing their characteristics and lifestyles, beyond the character. Besides creating healthy environments is necessary to have a look behavioral.

9 Objective To identify the needs from the children and teenagers, along with the researchers, in order to determine possible interventions. O nosso objetivo.

10 Methodology Action research from Kurt Lewin.
The method of action research that has influence of the subject and investigator on the project. Decisions about actions are taken collectively. The dialogue between the researcher and the group establishes a relationship between the popular and scientific knowledge. There is an exchange of knowledge that ensures social sense in the production of knowledge and educational activities. We used the action research from Kurt Lewin

11 Methodology. Fig.01: Taguatinga, 25 km from the capital city of Brazil. In this picture you can see the capital of Brazil, Brasilia is in the form of plane. The towns around are called satellite cities. The research was developed in Taguatinga which is located 25km from the capital. The COSE is on the border in Taguatinga and Ceilândia being considered an area vulnerable socioeconomic and there is high level crime in the area. Font: Google maps, 2012

12 Methodology There were 35 children and adolescents in the morning shift. We made five visits to COSE. 69% were boys and 31% were girls.

13 Methodology Neste grafico podemos ver o numero por idade
ages 6 to 15 years.

14 Methodology "Elementary Education" involves the stages of "Primary" and "Middle Education" of northern countries.

15 Methodology We played games with the children on the first day, because according to literature what the child likes best is to play. "It is playing that they learn to deal with the serious: to live, think and understand situations that they are still so complicated" (Araújo, 1998) After we talked to them, we asked them to draw what was health for themselves. All subsequent meetings were planned according to what the children spoke on this first day.

16 Results Truly what kids like to do most is play. But what teenagers and pre-teenagers most enjoy is to chat. For them being healthy is: Having friends Taking care of water Having ambulances Having hospitals A well cared environment Helping friends Going to the health center We took a piece of paper for them, where they could draw a picture or write a sentence. After themselves explained their drawings and phrases in the end we conducted a session and it was taken away what was health for them and what was bad for health.

17 Results According to them is bad for children's health: Dirt Dust
Too much clean High fat foods Drugs Lack of hygiene A lot of noise Tobacco Do not play Eating too much candy

18 Results Read more Performing drama Stencil Workshop Sports Arts Storytelling Play trampoline Computer Room Identifying needs: Video Room Foreign language Movies Performing trips Swimming lessons Play more Our objective was reached. Together with all those surveyed were listed options, such as health and the environment could improve the COSE. We selected these three elements with the children, the rationale for choosing these three points was due to our small stretch of time, and should we carry out these activities with the available resources in the environment. So you can give empowerment to realize that we could be continued by the assistants who work with them.

19 Results Activities developed: Joking node; Drawing about health;
Game of musical chairs; Jokes with balloons; Jump rope; Soccer game; Basketball game; Chess; Domino game; Checkers game; Joke spelling; Play dodgeball; Films. Atividades que realizamos durante os cinco encontros

20 Results Partnership and empowerment of the group members.
Building an environment of peace between them with the interaction of children and adolescents whom they did not know, despite spending half the day together. Ambiente favorável a saúde. Ampliação da interação das crianças.

21 Results Establishing the link between participants and children and adolescents by creating an open dialogue, they could talk to us about their dreams and what they would change in their lives. * To be a singer, a dj, a doctor, a nurse, a journalist, a cop, a teacher, a gynecologist.

22 Results

23 Results Relationship between researchers and researched.
Develop an intervention with existing resources. The biggest difficulty was the number of children and the variety of ages. In our analysis group into children and adolescents evaluated that we can promote the union in the group. We could establish a bond with the children very quickly, even with a small variable of timeespaço de tempoIs important to note that we could go in the institution to develop an intervention with existing resources in place understanding the possibilities. Nós contornamos esse problema com a separação deles por faixa etária, onde cada participante ficava responsável por um grupo de crianças e adolecentes. Assim o diálogo ficou mais claro e aberto. It was very emotional on the last day realize that they feel our lack. In the end they did with the analysis of the activities, and what they most liked was the rise of the union group's second came with the games participants. We were playing with them and not just leave them alone as they did assitentes site.

24 Final Considerations Including children as a partner in the development of joint intervention, the act of listening and involve them in decisions making, has contributed to its formation as a citizen through legitimating their voices and their perspectives. It helped them to develop an environment that meets their real needs.

25 Thanks for your attention

26 Bibliography MARCIEL, Ethel Leonor ; OLIVEIRA, Carla Braga ; FRECHIANI, Janaína Menezes ; SALES, Carolina Maia Martins ; BROTTO, Léia Damasceno de Aguiar ; ARAÚJO, Maristela Dalbello. Projeto Aprendendo Saúde na Escola: a experiência de repercussões positivas na qualidade de vida e determinantes da saúde de membros de uma comunidade escolar em Vitória, Espírito Santo. Ciências e Saúde Coletiva, Vitória, v. 15, n.2, p , mar ASSAO, Tatiana Yuri. Percepções e práticas sobre alimentação infantil entre os educadores de creches públicas, São Paulo f. Dissertação (Mestrado em nutrição) – Faculdade de Saúde Pública, Universidade de São Paulo. São Paulo, 2007. ARAÚJO, Rosana Palhares Zschaber. O brincar como recurso terapêutico. Cadernos de Terapia Ocupacional. Belo Horizonte, v. 8, n. 1, p. 01 a 116, outubro de 1998. Estatuto da Criança e do Adolescente, Lei N° 8.069, de 13 de julho de 1990. REIGADA, Carolina; REIS, Marilia Freitas de Campos Tozoni. Educação ambiental para crianças no ambiente urbano: uma proposta de pesquisa-ação. Ciênc. educ. (Bauru), Bauru, v. 10, n. 2, 2004 BATISTA FREIRE, JOÃO; MARA LAGUNA SANTANA, GEISA.Relações sociais no desenvolvimento da imaginação por meio de jogos. Motriz,Rio Claro, v.13, n. 4, p , out./dez FRANCO, Maria Amélia Santoro. Pedagogia da pesquisa-ação. Educ. Pesqui. [online]. 2005, vol.31, n.3, pp ISSN   doi: /S


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