Adolescente e saúde: uma sequência didática sobre a importância da prevenção com estudantes do Ensino Médio

Abstract

Adolescence is a part of the life cycle in which the individual undergoes physical, cognitive, and emotional changes that directly impact their self-esteem. Likewise, the development of young people's identity and autonomy occurs at this stage and is based on their feelings and decision-making. It involves, in addition to the adolescent, his family, his peers, and others with whom they have relationships at this stage. Therefore, through social relationships, the teenager will learn to make choices for his life. When considering the time spent at school, it is essential to consider educational actions that look at the development of self-care and motivate adolescents to believe in their potential. For this to happen, teenagers must be aware of their ability to transform reality. Then, it is necessary to encourage students to investigate their health and reflect on attitudes that promote the welfare and the prevention of diseases. In this way, the importance of the school and its actors that may transform reality and improve the quality of life of young people is evident. To evaluate their previous knowledge on health subject, students were asked to answer a semi-structured questionnaire. Based on this data a sort of activities were developed to sensitize them about preventive atittudes to improve health. Bearing in mind the bases of teaching by investigation, the product of this research is a didactic sequence conducted with second-year students. It is important to remember that they had favorable conditions to build hypotheses, research and understand concepts about the importance of prevention for health. The suggested activities stimulated students regarding the importance of reflecting on their attitudes toward self-care with health and also regarding the importance of being more active in their learning process. So, based on questions from the class, it was perceived the need for a more specific approach to NCD. In response, another didactic sequence on NCD was prepared in 2022, using the investigative teaching method. In this second sequence, students were more participative from the beginning, without reluctance, as they were already familiar with the method. It is possible to conclude that a new way of teaching and learning was established between the teacher and the class.