A percepção do conceito de saúde por escolares após as aulas de educação física com intervenções do programa residência pedagógica: um estudo piloto

Abstract

The current study presents the perception of the concept of health by two groups of students (Control Group - CG and Experimental Group - EG) before and after interventions of the Physical Education subproject of the Pedagogical Residency Program (PRP). The research aims to identify changes in knowledge about the concept of health in students of the 6th year of elementary school II of the public school system in the city of Maceió/Alagoas after theoretical/practical interventions. The context of this work is located in the period of return to the face-to-face format of classes after the COVID-19 pandemic. This is a qualitative-quantitative study, with an experimental model and with characteristics of pre- and post-intervention in a pilot model. The variable of interest in this study is related to the students' understanding of the concept of health (for you, what is health?). The categories identified in the students' responses were: health as absence of diseases (21.79% in the CG and 30.77% in the EG in collection 1 and 17.95% in the CG and 15.38% in the EG in collection 2); health as the WHO concept (25.64% and 11.54% in collection 1 in CG and EG, respectively, and 21.79% in CG and 44.23% in EG in collection 2); health as Physical Activity/Physical Education (5.13% in the CG and 5.77% in the EG in collection 1 and 8.97% in the CG and 11.54% in the EG in collection 2); food-related health (14.10% in the CG and 9.61% in the EG in collection 1 and 11.54% in the CG and 5.77% in the EG in collection 2); health related to the prevention of COVID-19 (7.69% in collection 1 and 2.56% in collection 2 in the CG, with no related answers in the EG); health as the state of happiness (0.0% in the CG and 5.77% in the EG in collection 1 and 12.82% in the CG and 1.92% in the EG in collection 2); absence of responses (25.64% in the CG and 36.54% in the EG in collection 1 and 24.36% in the CG and 21.15% in the EG in collection 2). The experience provided by the PRP to the academics of the pedagogical courses generates a greater contact with the school floor and allows dialogues and discussions about the teaching practice, developing several studies and researches.