Abstract
Abstract Health at school is the subject of relevant discussions on health promotion. This study aims to understand the reach of the actions resulting from the School Health Program in municipal public schools in Belem-PA, from the perspective of teachers. It is a descriptive-observational study, with analysis of interviews with 22 teachers of municipal public basic education. Field research took place from April to June 2018. A content analysis was carried out, proposed by Bardin, generating four thematic units. Of those interviewed, 50% were unaware of the referred program or the operation of it. It was possible to perceive different modes of interaction between the program's actuators, from the most punctual and inefficient to the most contextualized and integrative. The study of social health determinants is necessary to better understand the processes and needs of these actions in the municipal school environment, with emphasis on issues of basic sanitation, food insecurity, violence and drugs. There is a need for self-recognition of the teacher as a health educator, in order to make them intrinsic health promoters in their pedagogical practices. The school's articulation with the school community can serve as an input for greater integration and stimulation of social control practices.
Highlights
The milestones of health school ascend to the participation of education and health professionals in looking of their practice, in light of their well-established guidelines, promoting discussions, referrals beyond the legislation and, contributing to the promotion of quality of life, social control, inclusion and other factors that converge in the school, where the teacher figure ends up showing (BRASIL, 2007; DESSEN; POLONIA, 2007; GUIMARÃES; AERTS; CÂMARA, 2012; BRASIL, 2017)
The teacher is inserted in an unique context, as, in the past, he was considered an essential element for society, while recently he is in search of social recognition and professional valuation, even questioning his role as a enabler for health promotion in schools (LEMOS, 2005; MARIANO; MUNIZ, 2006; MOREIRA; VÓVIO; DE MICHELI, 2015)
There is no specificity in this theme, the National Curriculum Guidelines for Basic Education reiterate its transversality, in the National Curriculum Parameters (NCPs), and configure a great advance and synthesis in the educational demands at the national level (BRASIL, 1997; 1998; 2013)
Summary
The milestones of health school ascend to the participation of education and health professionals in looking of their practice, in light of their well-established guidelines, promoting discussions, referrals beyond the legislation and, contributing to the promotion of quality of life, social control, inclusion and other factors that converge in the school, where the teacher figure ends up showing (BRASIL, 2007; DESSEN; POLONIA, 2007; GUIMARÃES; AERTS; CÂMARA, 2012; BRASIL, 2017).The teacher is inserted in an unique context, as, in the past, he was considered an essential element for society, while recently he is in search of social recognition and professional valuation, even questioning his role as a enabler for health promotion in schools (LEMOS, 2005; MARIANO; MUNIZ, 2006; MOREIRA; VÓVIO; DE MICHELI, 2015).School health is a theme that involves transdisciplinarity, in essence, and that emerges in the natural intersectoriality between the fields of education and health. The municipality of Belém, in the state of Pará, has its own resolution regarding its educational guidelines, such as the organization of elementary education in the system of cycles and totalities of education (BELÉM, 2008; 2011). In this sense, recognizing the teacher as one of the protagonists in the transforming and promoting role of health is of great importance in their teaching practice, their political role and their own professional valuation (FREIRE, 2002; MOREIRA; VÓVIO; DE MICHELI, 2015)
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