Estratégias de promoção da saúde a partir da escola e da Unidade Básica de Saúde da Família, em Uberlândia (MG)

Health promotion is opposed directly to the biomedical model and established by intersectoral action, with collective and interdisciplinary approaches, considering the subject in their life contexts. Build healthy territories is to promote health, which necessarily includes intersectoral coordination and community mobilization. The health and education sectors can work together to promote health, developing so articulate actions and practices involving the subject in its territory of life and work. This study aimed to design and experience of health promotion strategies in school and Basic Health Units Family in Uberlândia - MG, from intersectoral relationship and community mobilization. The methodological research route was action research, or research intervention, because while researching already applied the ideas to solve problems through collective action. The research began in the Municipal School of Basic Education Prof. Eurico Silva, with the Health Centre's deployment to carry out surveillance and health promotion with active participation of students, involving all subjects of the school, students, teachers and other staff in the context of everyday life, which extrapolates the school walls, reaching the family and social groups in the community to which they belong. The health observatory has the objective existence with the establishment of the working groups, which at first were "healthy eating" and "drug-free world" and later, "dengue". The themes were chosen by the participants of the Health Centre, in which each is involved preferably. The second part of the research started with the approach between the Centre for Health and the health units (UBS and BFHU). The proposal was that the schools and the health nurse unit together should undertake prevention and health promotion, combating Aedes aegypti with intersectoral coordination and community mobilization. For it was crucial the involvement of ACS, ACE, ASE and the nurse coordinator of the Health Unit in creating community networks in the territory. home visits, community mobilization and intersectoral coordination: a training course in all BFHU and UBS teams with the following subjects was conducted. At this stage, were the Health Units that should approach the schools, in order to provide community networks to fight Aedes aegypti in each territory. The results and the scope of this experiment could only be brought to fruition because the Board of Health Surveillance and Care Coordination council of Basic embraced the proposal and helped in its implementation. It remains to continue consolidating this process of work in health units of primary care and the elementary schools, replicate the Health Centre's experience at school. The conclusion of this work is that schools and care facilities to health together with intersectoral coordination and community mobilization supported by community networks, can carry out prevention and health promotion, from a health model that considers the social determinants of health and overcoming hygienist model / sanitarian.

Estratégias de trabalho com blogs no ensino de geometria em turmas de 5° ano do ensino fundamental

This paper presents a survey conducted through collaborative work, which took place in a suburb school in the city of Uberlandia-MG. The research is characterized as case study and has a qualitative approach. Had the objective to look for different strategies of teaching and learning through the use of technology in pedagogical practice. Regarding the methodology in this research, we analyzed the work with the support of blogs, whose pages were used for student records and discussions directed to the geometry content. The students who were attending the fifth (5th) year of elementary school were invited to participate in this project. However, the research subjects were only those students who accepted the invitation to participate in the study through statement signed by parents. The project was developed with 30 students in the second half of 2014 and another 30 in the first half of 2015. The physical space at school, where most of the project activities were done was at the computer lab. In the process of compiling the data, at school, the following instruments were used: field notes produced by the entire project team, photographs and footage of the activities produced in the computer lab and in classroom (recorded by the research team) questionnaires, interviews, virtual space records: the blogs. The results of this research mainly focused on the analysis of the fifth year student‟s productions records in blogs. Regarding the conclusion, the research has shown that blogs, software and differentiated dynamic studies attracted the student‟s attention, leaving them mostly instigated by the unknown. Gradually, students built their own knowledge from their mistakes and successes. The entire work process enabled the computer lab to be an environment that is used not just to solving computerized and tedious drills. The blogs production work in groups, developed in students the reading and writing of both the mother language as symbols and mathematical nomenclature. The interaction between students became noticeable throughout the project, since it provided the student‟s personal growth, respect, tolerance and mutual cooperation. In this sense, we concluded that the project greatly contributed to the students' literacy process in the mother language, mathematics and computer literacy.