Affectivity and health promotion at school: the construction of meanings by the teacher

• Autor(a) principal: Batista, Maxmiria Holanda
• Data de Publicação: 2016
• Outros Autores: Matos, Tereza Glaucia Rocha, Gavidia, Valentin, Maciel, Regina Heloisa, Catrib, Ana MAria Fontenelle
• Tipo de documento: Artigo
• Idioma: spa; eng
• Título da fonte: Revista Brasileira em Promoção da Saúde
• Texto Completo: https://ojs.unifor.br/RBPS/article/view/3864
• topic: Affect; Health Promotion; Health Education; Faculty; School.; Afecto; Promoción de la Salud; Educación en Salud; Docentes; Instituciones Académicas.; Afeto; Promoção da Saúde; Educação para a Saúde; Docentes; Instituições Acadêmicas.

Objective: To understand affectivity and health promotion at school through the construction of meanings by the teachers. Methods: The present exploratory and descriptive study was conducted based on a qualitative approach using affective maps and semi-structured interviews as tools for data collection. Affective maps transcend the duality between cognition, affect and spatial representations because, within this context, any environment can be seen as an emotional territory. The interviews aimed to investigate which health promoting actions each teacher has participated in, their perceptions regarding them, which affects emerge when carrying out the actions suggested by the school and how they perceive their participation in such actions. Results: Data from the affective maps showed several and revelatory feelings among teachers when talking about their relationship with the school, including friendship, companionship and union. These feelings are considered important to help the school be seen as a pleasurable space. However, there are evident conflicts in the relationship between teachers and the health undergraduate students who are responsible for carrying out the health promotion actions at the school. They do not take into consideration the teacher and the school community, which gives rise to feelings of exclusion and undervaluation. Conclusion: Pleasure feelings about the school environment are not enough for making teachers participate in health promoting actions due to the decontextualized manner they have been carried out. This represented an obstacle to teachers’ participation. We conclude this study advocating in favor of a better discussion of the teachers’ role in health promoting actions at the school.