Suchergebnisse

The Palmeira School Group (PSG) has built its Educative Project (EP) having as reference the new educative paradigm that valorises the future (human, scientific and technical future) in order to face appropriately the new challenges in a globalisation context. The PSG Educative Project (PSG-EP) aims at "developing health promoting habits in the school community", where smoking addiction is a major bad habit target. The PSG-EP goals are the following: (i) to supply potentials for the development of competencies in the domains of "knowing how to be" and "knowing how to do"; (ii) to develop habits of critical, reflexive and aware citizenship; (iii) to promote the interlinking of knowledge and curricular contents with the needs of globalization; (iv) to promote collaboration, teamwork, the multidisciplinarity/transdisciplinarity of both health promotion know-how and authority for the progress of healthier lifestyles, particularly in giving up smoking. In this work the PSG-EP participants' conceptions and perceptions were taken into account. They were teachers, educational action staff, pupils, parents and the local administrative authorities of a specific outskirts area of Braga town, making a total of 1423 participants. The results showed that 25% of the PSG population were smokers. There were fewer women smokers than men in all the sample groups, except for the teachers where both men and women smoking groups were similar, 35% each. From the total sample, the street group effect was the major factor (30%) contributing to smoking addiction, followed by lack of prevention (25%), low general literacy (19%), unemployment (9%), poverty (9%) and Legislation (8%). Less than 20% of the respondents were aware of smoking preventive campaigns in the PSG: 18% of the teachers, 15% the other school staff, 12% of the pupils and only 6% of the parents. Results show that 43% of the respondents do not know about any partnership with other institutions or persons for smoking prevention and that 41% say there is not any partnership ...

The European Biohead-Citizen research project has started in October 2004 and is now in its last year of implementation. It aims to understand how Biology, Health and Environmental Education can promote a better citizenship, by analysing potential differences in 19 countries (13 European countries and 6 non European countries) and associating them to controlled parameters. Six topics were defined by the consortium for the research ("Human Brain", "Human Genetics", "Human Origin", "Human Reproduction and Sex Education", "Health Education" and "Ecology and Environmental Education"). Specific grids were constructed and validated for application to primary to secondary school textbooks (5/6 to 17/18 years old students) of all 19 countries. A questionnaire was constructed and after validation in a pilot test, the final questionnaire was applied to a total of 6379 teachers of primary school and of secondary school (biology and of national language), and also to corresponding pre-service teachers. We describe the successive steps of both instruments (grids and questionnaire) collective construction process, their validation and application and also present general results to exemplify the diversity found in different countries textbooks and in teachers and future teachers' conceptions. Teachers' and future teachers' conceptions are contrasted in relation to creationism, sexism views and awareness of some environmental issues. Some of these differences are correlated with the controlled parameters as religion, degree of religious practices, political positions, academic level and training type. Challenges of this interaction between the taught scientific knowledge, values and socio-cultural contexts will be discussed. ; LIBEC/CIFPEC - unidade de investigação 16/644 da FCT. ; European project FP6 Biohead-Citizen ...

Smoking is a serious society problem that affects persons physically, psychologically and socially. The textbook is strongly rooted in school education and works like a "screen" that links the space between the pupil and the external reality. It provides pupils with handy information, well structured and systematized contents, in order to facilitate them to build their own learning. In this context, a comparative analysis of the information conveyed by textbooks from the 16 countries was carried out. They differ for their geographical distribution and their historical, political and socio-cultural development: 12 European countries (Germany, Cyprus, Estonia, Finland, France, Hungary, Italy, Lithuania, Malta, Poland, Portugal and Romania), 3 from Africa (Morocco, Mozambique and Senegal) and 1 from the Middle East (Lebanon). Results showed that Morocco is the only country which textbooks do not address the smoking issue. Only 11 countries present the three dimensions of tobacco consumption (physical, psychological and social effects), some omit the psychological dimension, others the social one and others both. The Finnish textbook is the one presenting the smoking issue in a rather balanced way. The results show differences in political, cultural and curriculum with regard to the way textbooks of different countries explore the tobacco problematic. ; European project FP6 "Biohead-Citizen" CIT2-CT-2004-506015. FCT project "Analysis of school textbooks" PTDC/CED/65224/2006. CIFPEC - unidade de investigação 644 da FCT. ; Fundação para a Ciência e a Tecnologia (FCT) - projecto "Analysis of school textbooks" PTDC/CED/65224/2006 ; Universidade do Minho. Centro de Investigação em Formação de Profissionais de Educação da Criança (CIFPEC) - unidade de investigação 644 da Fundação para a Ciência e a Tecnologia ...

Smoking is a serious social problem that affects physical, psychological, social and economic areas. The textbook is strongly rooted in school education and works like a "screen" that links the space between the pupil and the external reality. It provides pupils with handy information, well structured and systematized contents, in order to facilitate them to build their own learning. In this context, a comparative analysis of the information conveyed by textbooks from the 16 countries involved in the European project BIOHEAD-CITIZEN was carried out. The countries differ in their geographical distribution and their historical, political and socio-cultural development: 12 European countries (Germany, Cyprus, Estonia, Finland, France, Hungary, Italy, Lithuania, Malta, Poland, Portugal and Romania), 3 African (Morocco, Mozambique and Senegal) and 1 of Near East (Lebanon). A specific part of the Health Education grid developed in the European project was used for analysing the following indicators: (i) physical effects, (ii) psychological effects, (iii) social effects, (iv) smoking prevention campaigns, and (v) environment contexts for tobacco production and consumption. Results showed that Morocco is the only country in which textbooks do not address the smoking issue. Of the 15 countries referring to this issue, only 11 countries present the three dimensions of tobacco consumption (physical, psychological and social consequences), some omit the psychological dimension, others the social one and others both. On the whole, the present study indicates that the Finnish textbook is the one which presents the smoking issue in a rather balanced way. The results show differences in political, cultural and curriculum with regard to the way textbooks of different countries explore the tobacco problematic. ; Fundação para a Ciência e a Tecnologia (FCT) - "Análise de manuais escolares" (PTDC/CED/65224/2006), LIBEC/CIFPEC (Unidade de investigação 16/644) ; Projecto Europeu FP6 "Biohead-Citizen" CIT2-CT ...

Introdução: A otite média serosa e a perturbação do processamento auditivo são perturbações de difícil diagnóstico em crianças pequenas, pelo que, iniciativas de prevenção disseminam o conhecimento e a tomada de consciência, permitindo identificar precocemente tais perturbações. Com a colaboração da Universidade do Minho e da Universidade do Algarve promoveu-se um Ciclo de Conferências inserido numa ação de prevenção primária sobre um importante fator de risco para o desenvolvimento da linguagem: a otite média serosa, uma patologia altamente frequente e que acomete sobretudo crianças pequenas e que pode ter impacto na linguagem, bem como, atingir um pilar importante para o desenvolvimento linguístico: o processamento auditivo central. Objetivos: partilhar a experiência deste ciclo e o eventual impacto do conhecimento transmitido aos participantes. Metodologia: utilizou-se um questionário de caracterização sociodemográfica e de percepção/satisfação, com utilização de estatística descritiva para análise dos dados. Resultados: os dados iniciais demonstram que houve impacto positivo na ampliação dos conhecimentos dos participantes e do reconhecimento dos mesmos da necessidade de mais formações nesta área. Conclusão: há interesse relevante na temática deste ciclo, sendo fundamental continuar-se a investir nestas atividades de prevenção, pelo seu potencial transformador nas práticas profissionais de todos os que lidam diretamente com crianças.

Health education in schools has been implemented through a diversity of strategies, depending on the concept of health and of health education. Classically, health education has provided mainly factual knowledge about diseases and their prevention, assuming the person as being healthy if the body components are working properly. In contrast to this biomedical (B-M) view of health, the biopsychosocial model (BPS-M) embraces a holistic view of health. This work intends to analyse and compare teachers' conceptions about health and health education from 15 countries. These countries differ in their geographical distribution and their historical, political and socio-cultural development: 3 in North Europe (Finland, Estonia, Hungary), 5 in South Europe (Portugal, France, Italy, Romania, Cyprus), 3 in North Africa (Morocco, Algeria, Tunisia), 2 in Sub-Saharan Africa (Senegal, Burkina Faso), 1 one in the Middle East (Lebanon) and 1 in South America (Brazil). In each country the BIOHEAD-CITIZEN questionnaire (Munoz et al. 2009) was applied to six subsamples: in-service and pre-service teachers of primary and of secondary schools in biology and national language. The overall sample included 6001 respondents. Multivariate analyses were performed. Results showed differences among countries. Tunisian teachers are those closest to the B-M view of health whereas Finish teachers are the most BPS-M. Logistic regressions showed preferential association of classes within groups (countries, religion, teaching groups and levels of education) to either B-M or BPS-M view of health. These results may help explain differences in school health education found among countries and within countries. ; European project FP6 "Biohead-Citizen" CIT2-CT-2004-506015 ; Fundação para a Ciência e a Tecnologia (FCT) - CIFPEC - unidade de investigação ...

International audience ; School is an important setting for health education and health promotion, and it has been recognised that teachers' conceptions play a crucial role for the effective implementation of school health education. With the European FP6 Biohead-Citizen project on "Biology Health and Environmental education for better citizenship" we analysed the potential differences between several countries by associating teachers' and future teachers' conceptions to controlled parameters, such as level of training, religion, political view. A questionnaire was constructed during the first year of the project, and following a pilot test, the final questionnaire was applied to 6379 teachers and future teachers. We then used well-suited statistical multivariate methods to investigate complex data featuring the conceptions of many individuals, according to many topics. We show that a prominent source of variation in teachers' conceptions is related to countries, and further suggest that there are differences in two kinds of conceptions: a) individual health responsibilities and abilities; b) social policies. Religion, academic level or training had also an impact in teachers' conceptions of health education. Another important feature is the gap between what teachers and future teachers say about their own health and what they say it should be taught in school. Results are then discussed.

International audience ; School is an important setting for health education and health promotion, and it has been recognised that teachers' conceptions play a crucial role for the effective implementation of school health education. With the European FP6 Biohead-Citizen project on "Biology Health and Environmental education for better citizenship" we analysed the potential differences between several countries by associating teachers' and future teachers' conceptions to controlled parameters, such as level of training, religion, political view. A questionnaire was constructed during the first year of the project, and following a pilot test, the final questionnaire was applied to 6379 teachers and future teachers. We then used well-suited statistical multivariate methods to investigate complex data featuring the conceptions of many individuals, according to many topics. We show that a prominent source of variation in teachers' conceptions is related to countries, and further suggest that there are differences in two kinds of conceptions: a) individual health responsibilities and abilities; b) social policies. Religion, academic level or training had also an impact in teachers' conceptions of health education. Another important feature is the gap between what teachers and future teachers say about their own health and what they say it should be taught in school. Results are then discussed.

International audience ; School is an important setting for health education and health promotion, and it has been recognised that teachers' conceptions play a crucial role for the effective implementation of school health education. With the European FP6 Biohead-Citizen project on "Biology Health and Environmental education for better citizenship" we analysed the potential differences between several countries by associating teachers' and future teachers' conceptions to controlled parameters, such as level of training, religion, political view. A questionnaire was constructed during the first year of the project, and following a pilot test, the final questionnaire was applied to 6379 teachers and future teachers. We then used well-suited statistical multivariate methods to investigate complex data featuring the conceptions of many individuals, according to many topics. We show that a prominent source of variation in teachers' conceptions is related to countries, and further suggest that there are differences in two kinds of conceptions: a) individual health responsibilities and abilities; b) social policies. Religion, academic level or training had also an impact in teachers' conceptions of health education. Another important feature is the gap between what teachers and future teachers say about their own health and what they say it should be taught in school. Results are then discussed.

International audience ; School is an important setting for health education and health promotion, and it has been recognised that teachers' conceptions play a crucial role for the effective implementation of school health education. With the European FP6 Biohead-Citizen project on "Biology Health and Environmental education for better citizenship" we analysed the potential differences between several countries by associating teachers' and future teachers' conceptions to controlled parameters, such as level of training, religion, political view. A questionnaire was constructed during the first year of the project, and following a pilot test, the final questionnaire was applied to 6379 teachers and future teachers. We then used well-suited statistical multivariate methods to investigate complex data featuring the conceptions of many individuals, according to many topics. We show that a prominent source of variation in teachers' conceptions is related to countries, and further suggest that there are differences in two kinds of conceptions: a) individual health responsibilities and abilities; b) social policies. Religion, academic level or training had also an impact in teachers' conceptions of health education. Another important feature is the gap between what teachers and future teachers say about their own health and what they say it should be taught in school. Results are then discussed.

One of the major objectives of the European FP6 BIOHEAD-CITIZEN project on "Biology Health and Environmental education for better citizenship" (STREP, CIT2-CT2004-506015, Carvalho et al. 2004) is to analyse the potential differences between countries by associating teachers' and future teachers' conceptions to controlled parameters, such as level of training, religion, political view and the broad socio-cultural context. A questionnaire was constructed with the participation of all Biohead-Citizen project research teams. The original English version was translated into each national language and after validation of the translation it was pre-tested before implementation in each country. A total of 6379 teachers and future teachers responded to the questionnaire. They were from 16 countries (of the 19 composing the Biohead-Citizen consortium) from Europe (West to East: Portugal, France, Italy, Malta, Germany, Poland, Hungary, Romania, Lithuania, Estonia, Finland, Cyprus), from Africa (West to East: Senegal, Morocco, Tunisia) and from the Middle East (Lebanon). Statistical multivariate methods to investigate complex data featuring the conceptions of many individuals were used. Results showed that the countries, rather than religion, have great effect on teachers and future teachers' views conceptions on biomedical model or the health promotion approach. Furthermore primary school teachers (P), both in-service (InP) and pre-service (PreP), are more associated to the health promotion view than all the secondary school teachers: in-service Biology (InB), in-service Language (inL), pre-service Language (PreL) and pre-service Biology (PreB) teachers. Pre-teachers consider that health education should be taught at school, not only by the families, and that teachers should be obliged to teach even if they do not feel confident in doing it whereas teachers with teaching experience are more defensive in this respect, assuming exactly the opposite. In addition, the co-inertia analysis allows highlighting the correlations ...

Le travail que nous présentons ici s'insère dans le cadre du projet européen « Biohead-Citizen : Biology, health and Environmental education for better Citizenship » (FP6, CT2-CT2004-506015, Carvalho et al., 2004). Nous présentons ici lest résultats, issus de quinze pays, sur deux thèmes – l'éducation à la santé et l'éducation à la sexualité – qui étroitement liés aux conceptions individuelles des enseignants. Notre objectif est d'identifier en quoi ces conceptions individuelles varient, d'un pays à un autre, mais aussi au sein de chaque pays. À quoi sont-elles liées : leurs croyances religieuses, leur sexe, leur options philosophiques ou politiques ? Sont-elles également liées à leurs connaissances dans les domaines de la santé et de la sexualité ? Ou encore aux représentations sociales dominantes dans chaque pays ? ; CIEC – Research Centre on Child Studies, UM (FCT R&D ...

Nowadays natural resources are being used in an over exploration way, which implies vast environmental problems such as decrease of biodiversity, green-house effect, pollution. Therefore today it is important to look at the management of the natural resources in order to avoid such great over exploration. School environmental education plays an important role in the learning and awareness of children and young people for environmental issues. In this work we analysed the topic "Use of Resources" in the textbooks from thirteen countries from Europe (West to East: Portugal, France, Italy, Malta, Germany, Hungary, Romania, Lithuania, Estonia, Finland), from Africa (Senegal, Morocco) and from the Middle East (Lebanon), since the first grade till the end of the secondary school. We used a grid constructed in the context of a European Project "Biohead Citizen" ("Biology Health and Environmental education for better citizenship" STREP, CIT2-CT2004-506015, Carvalho et al. 2004). The results showed that the analysed textbooks give little importance to environmental sustainability as there is a general absence about the role of the society intervention in the management as well as of political sustainability. Although behaviour change towards the environment is scarce, there is some more emphasis given to individual change rather than to social change. This textbook weakness may impair young citizens getting aware of the needs for a sustainable development. ; European Project FP6 "Biohead-Citizen" CIT2-CT-2004-506015 ; Fundação para a Ciência e a Tecnologia (FCT) - LIBEC/CIFPEC - unidade de investigação ...

School is an important setting for health education and health promotion, and it has been recognised that teachers' conceptions play a crucial role for the effective implementation of school health education. With the European FP6 Biohead-Citizen project on "Biology Health and Environmental education for better citizenship" we analysed the potential differences between several countries by associating teachers' and future teachers' conceptions to controlled parameters, such as level of training, religion, political view. A questionnaire was constructed during the first year of the project, and following a pilot test, the final questionnaire was applied to 6379 teachers and future teachers. We then used well-suited statistical multivariate methods to investigate complex data featuring the conceptions of many individuals, according to many topics. We show that a prominent source of variation in teachers' conceptions is related to countries, and further suggest that there are differences in two kinds of conceptions: a) individual health responsibilities and abilities; b) social policies. Religion, academic level or training had also an impact in teachers' conceptions of health education. Another important feature is the gap between what teachers and future teachers say about their own health and what they say it should be taught in school. Results are then discussed. ; LIBEC/CIFPEC - unidade de investigação 16/644 da FCT. ; European project FP6 Biohead-Citizen ...

As mudanças curriculares, a inserção das novas tecnologias, o contexto social e as condições econômicas e políticas da sociedade moderna afetam o processo de formação de professores. Partindo deste entendimento, este trabalho apresenta análises, discussão e significação da Educação em Saúde (ES), na formação inicial e continuada de professores, com uso do filme comercial "Uma Prova de Amor (EUA, 2009)". A questão orientadora foi: que aprendizagens em educação em saúde são produzidas na discussão de filmes comerciais, em aulas da educação básica ou superior? Vinte e seis professores de Ciências Biológicas, em formação inicial e continuada, com reuniões formativas sistemáticas, participaram de sete sessões fílmicas. Em cada uma delas, o grupo assistia a um filme e discutia as compreensões de saúde e educação em saúde. As sessões foram audiogravadas, transcritas, lidas e identificados os excertos significativos. A Análise Microgenética das transcrições das discussões produzidas mostrou que o debate e as interações no grupo possibilitaram ampliar e ressignificar o entendimento de saúde numa articulação de aspectos anatômicos, fisiológicos e bioquímicos, sociais, emocionais e ambientais. Além disso, questões como finitude da vida, eutanásia, direito a morte digna e envelhecimento foram contempladas na discussão, ampliando a compreensão da promoção da saúde.