Implicações da educação em saúde nos itinerários formativos do ensino médio

Abstract

In the field of education, various restructurings have occurred in recent years. Understanding the implementation of health education in the Formative Itineraries of the new High School in the State of Tocantins, in light of the guidelines of the Common National Curriculum Base (BNCC), is necessary, as these changes impact all educators. In this context, we emphasize the relevance of health education for the holistic development of students, highlighting its interconnections with social and cultural determinants. The objective of this research is to understand the process of implementing health education in the Formative Itineraries present in the Curricular Document of the Territory of Tocantins (DCT-TO). The theoretical foundation is based on a critique of the reductionist health model, frequently observed in the BNCC guidelines, which tend to emphasize a behavioral approach. Authors such as Miguel Arroyo are cited to reinforce the need for a comprehensive and interdisciplinary perspective that considers local realities and the lived experiences of students. Using a qualitative approach, semi- structured interviews were conducted with pedagogical coordinators and area coordinators from schools in Tocantins. This methodology allowed for an understanding of educators' experiences regarding the implementation of the Formative Itineraries. The data analysis was carried out based on the content analysis technique proposed by Bardin, enabling the organization of information into thematic categories, such as curricular imposition, educational relevance, teacher precarization, and health education. The research results reveal that the implementation of health education faces several challenges. Many educators express dissatisfaction with the lack of clarity in curricular content, highlighting that continuous training is insufficient to adequately prepare them to address health topics and other formative itineraries. Additionally, the perception that the Formative Itineraries are imposed without the effective participation of educators in curriculum development compromises teacher autonomy and the relevance of teaching. The analysis indicates that although there are proposals to integrate health education, current practices remain unsatisfactory. Health-related content is often seen as superficial and disconnected from the realities faced by students. The absence of a dedicated curriculum for health education limits student learning. It is concluded that, for health education to be effectively implemented in the Formative Itineraries, a curricular revision that considers students' needs and local realities is essential. Teacher training must be strengthened, emphasizing continuous education and promoting an interdisciplinary approach that integrates health in a meaningful way into the curriculum. These reforms are crucial to ensuring quality education, preparing students to become informed and responsible citizens regarding their health and collective well-being.