Abstract:

The school is not the only space to educate, but it is a school territory, a strategic locus for teaching and exercising citizenship from the first years of life. Therefore, teachers need to be trained in this context to be able to propose and mediate social health discussions, including problems at the school territory and interests of the learning community, regardless of the field of knowledge in their pedagogical practice problems such as teenage pregnancy, racism, hate speech on the internet, bullying and school violence, and childhood obesity are health problem that can be addressed under geography, mathematics, and philosophy. Pedagogical technologies for teaching are available to motivate learning and facilitate interactions and productions of shared contents throughout time and space. The proposals of this paper find theoretical support in the emancipation and autonomy concepts of Paulo Freire (1996) and in the ontological vision of technology of Vieira Pinto (2005), refuting technical readings that place technology as an instrument of power. This study describes the experience of a public policy that enabled the formation of approximately 245 teachers in the five regions of Brazil, which was based on the development of a pedagogical intervention proposal that integrates education and technology for their teaching reality. The methodology of evaluation used assessed the perceptions of the participants; 99.49% of 195 (79.59) participants who answered the online form believed that the course contributed to changes in their teaching practice, and 97.44% of them reported that it contributed to the discussion of health issues in their pedagogical practice. The analysis of the data showed a tendency for a new perspective for the concept of health in its expanded sense and pedagogical use of technologies. The problems found were the long texts and time required for the activities. The development of the intervention project was the greatest difficulty, probably because of the non-academic profile of the students. In general, the course contributed to the discussion of health in different teaching practices, using technology. The main conclusion of the study is that, in the described educational process, education was shown as a social practice built through participation, dialogue, and produced meanings, which transform views and practices of the subjects of learning.

Keywords:

Health Education, Educational Technologies, Formation of teachers, Elementary school.