Studien handlar om att utifrån ett sociokulturellt studera hur Arbetsmiljöverket arbetar utefter sina föreskrifter. Syfte: Syftet var att utifrån ett sociokulturellt lärande studera hur Arbetsmiljöverket arbetar genom föreskrifterna för att förebygga ohälsa och åstadkomma hälsofrämjande arbetsmiljöer på arbetsplatser i Sverige. Metod: Genom en kvalitativ intervjustudie genomfördes sammanlagt sex stycken semi- strukturerade intervjuer. Intervjuerna gjordes på Arbetsmiljöverket med fem stycken arbetsmiljöinspektörer och en av föreskriftsförfattarna till föreskriften Organisatorisk och Social arbetsmiljö AFS 2015:4. Studiens resultat analyserades deduktivt genom sociokulturellt lärande. Teoretisk referensram: Studien litteratur fokuserar på pedagogiska och hälsofrämjande områden med fokus på lärande och hälsopromotion. Den pedagogiska utgångspunkten finns i sociokulturellt lärande. Studien berör hälsopromotion som begrepp och strategi, hälsoprevention hälsolitteracitet. Slutsats: Studien visar på betydelsen av dialog, kommunikation och erfarenheter för lärande genom föreskrifterna men även internt lärande på Arbetsmiljöverket. Bristen av kompetens inom hälsofrämjande arbete visar sig vara orsaken till Arbetsmiljöverkets tydliga utgångspunkt i preventivt arbete / The study involves studying based on a sociocultural learing how the Swedish Work Environment Authority is working according to their regulations. The aim: The aim of this study was to from a sociocultral learning study how the Swedish Work Environment Authority is working according to their regulations to prevent illness and to achive health promoting workplaces in Sweden. Method: Through a qualitative interview-study a total of six interviews were conducted at the Swedish Work Environment Authority with five inspectors and one with the authors of the regulation AFS 2015:4. The study’s results were analyzed deductively through a sociocultural learning. Results: The study’s results demonstratet that dialogue, open communication and experiences were important tools to create learning during supervision. Lack of competence in health promoting indicates to be why the Swedish Work Environment Authority has a clear base in preventing illnesn. Theoretical Framework: The theoretical framework in this essay was inspired and focused on educational and the health subject areas with a focus on learning and health promotion. The pedagogical starting point is sociocultural learning. The study also concerns health promotion as a concept and as a stategy, health prevention and healthliteracy. Conclusion: The study shows the importance of dialogue, communication and experience in order for learning by the regulations but also internally learning by the Work Environment Authority.  The lack of expertise in health promotion proves to be the cause of the Work Environment obvious starting point in preventive work.

Fysisk aktivitet och inaktivitet har under senare år fått mycket uppmärksamhet när man talar om hälsa. World Health Organization har identifierat fysisk inaktivitet som den fjärde vanligaste dödsorsaken i världen och vi går mot ett allt inaktivare samhälle. Fysisk aktivitet på Recept är en arbetsmetod som förebygger ohälsa och främjar hälsa genom förskrivning av fysisk aktivitet. Denna kvalitativa forskningsstudie belyser hur idrottsförbunds-, hälso- och sjukvårdspersonal i ett av Sveriges län talar om konceptet Fysisk aktivitet på Recept. Syfte: Studiens syfte är att analytiskt beskriva och problematisera de diskursiva mönster om FaR som kommer till uttryck genom hur ett antal FaR-arrangörer talar om FaR. Teoretisk utgångspunkt: Studien tar sin teoretiska utgångspunkt i ett socialkonstruktionistiskt perspektiv. Materialet har samlats in med hjälp av sju semistrukturerade intervjuer och materialet har analyserats med hjälp av en kritisk diskursanalys. Resultat: Ur analysen framträdde tre övergripande diskurser, en pedagogisk diskurs, en medicinsk diskurs och en aktualiseringsdiskurs. Resultaten visade på att det finns en problematik kring hur personal i den Svenska hälso- och sjukvården talar om och arbetar med Fysisk aktivitet på Recept. Det talas om konceptet som ett komplement till vanlig sjukvård snarare än som en etablerad arbetsmetod och de styrdokument som finns följs inte i de flesta verksamheter. Att styrdokument och avtal mellan verksamheter inte följs skapar även en problematik kring de pedagogiska aspekterna i konceptet. Slutsats: Slutsatser som kan dras är att FaR behöver aktualiseras i den svenska hälso- och sjukvården och i samhället. Arbetet behöver även etableras som en rutin i det vardagliga arbetet inom hälso- och sjukvården för att det ska fungera. Uppmärksammas inte dessa fakta och inget görs, är enligt författarna i den föreliggande risken överhängande att Fysisk aktivitet på Recept glöms bort och kanske även dör ut som arbetsmetod. / Physical activity and inactivity has during the last years received a lot of attention when it comes to health. World Health Organization has identified physical inactivity as the fourth most common reason for death in the world and we are moving towards a society with increased levels of physical inactivity. Physical activity on Prescription (PaP) is a working method for obviating illness and promoting health through prescription of physical activity. The involved organizations in this research were healthcare and sports federation in one of Sweden’s regions and this qualitative study elucidate their way of talking about Physical activity on Prescription. Aim: The aim of this study is to analytically describe and problematize the discoursive patterns of PaP as reflected by how a number PaP-organizers speak of PaP. Theoretical basis: The theoretical basis of the study is a social constructional perspective and the data material was conducted with the help of seven semi-structured interviews. The data material was analyzed using a critical discourse analysis. Result: Three discourses were found in the analysis, an educational science discourse, a medical discourse and an actualization discourse. The results showed that there’s a problem of how staff in the Swedish healthcare talk about and working with Physical Activity on Prescription. They talk about the concept as a complement to regular medical care, rather than as an established method of working and the steering documents are not followed in most organizations. The steering documents and contracts between the involved organizations are not followed which also creates problems concerning the educational aspects in the concept. Conclusion: Conclusions to be drawn is that PaP needs to be updated in the Swedish healthcare system and the society. The working method also needs to be established as a routine to the healthcare employees’ work tasks to make it work. If these facts are not observed and taken into action, there is a large risk that Physical activity on Prescription will be forgotten and might even disappear as a working method.

Diploma work is aimed at didactis of healtheducation at primary school. The first theoretic part is intent on analyse of bibliography. The attention is pay to subject matter of healtheducation. The characteristics of younger pupillage and characteristics of educational methods are components too. The second part is intent on comparasion of girls and boys and their acquirement of subject matter of healtheducation and comparasion of girls and boys and playing display games. Comparison was performed on questionnaire. Obtained data were percentage evaluationed. The elaboration of didactis of healtheducation at primary school is important part of second part.

Submitted by Fabio Sobreira Campos da Costa (fabio.sobreira@ufpe.br) on 2017-02-21T16:35:50Z No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) dissertacaoFinal.compressed.pdf: 3360967 bytes, checksum: 7147f645228f50faa53b6248eccc3b78 (MD5) / Made available in DSpace on 2017-02-21T16:35:50Z (GMT). No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) dissertacaoFinal.compressed.pdf: 3360967 bytes, checksum: 7147f645228f50faa53b6248eccc3b78 (MD5) Previous issue date: 2016-07-14 / O jogo e o ato de brincar assumem papel fundamental no desenvolvimento humano, estando presentes em todas as culturas e civilizações. Ao jogo podem estar associados aspectos lúdicos diversos que por si só são capazes de engajar os jogadores a superar obstáculos e atingir objetivos. Para Paulo Freire, a relação entre educadores e educandos deve se dar em interação constante e transformadora, onde o educador é desafiado a reconstruir criativamente o conhecimento a partir da interação com os educandos, respeitando seu conhecimento prévio, sua história e contexto social e cultural, usando como mediação o afeto, que por sua vez pode se expressar na forma de atividades lúdicas e de jogos. O design participativo é um conjunto de metodologias pelas quais os potenciais usuários são envolvidos na construção da solução, participando de determinadas etapas do projeto, da concepção à validação participativa, podendo também participar do desenvolvimento em si. Este trabalho tem como objetivo geral demonstrar que o processo de design participativo pode ser combinado às dinâmicas participativas da Educação Popular, para construir uma metodologia de construção de jogos sérios para aplicações em educação em saúde. Como estudo de caso, foi abordado o tema da educação alimentar e nutricional, a partir do jogo sério “Comer Legal: Uma aventura nutricional”, desenvolvido neste trabalho. Para a primeira versão, foram utilizadas observações e anotações de oficinas participativas realizadas no Assentamento Nova Canaã, no município de Tracunhaém, Zona da Mata Norte de Pernambuco, e o diagnóstico da situação de saúde alimentar e nutricional. Também foi construído um diagnóstico da situação de saúde alimentar e nutricional da cidade de Bissau, capital da Guiné-Bissau, a partir de entrevistas com agentes de Estado e da sociedade civil organizada. O jogo foi modificado, ajustado e validado de forma participativa junto a um grupo de nove nutricionistas e com 177 alunos do ensino fundamental de duas escolas dos municípios de Carpina e Paudalho, Zona da Mata Norte de Pernambuco. Os resultados evidenciaram que o jogo sério desenvolvido foi considerado tanto divertido quanto efetivo do ponto de vista pedagógico, tendo ajudado os alunos a identificar alimentos saudáveis e classificá-los entre energéticos, reguladores e construtores. / The game and the act of playing play a key role in human development, being present in all cultures and civilizations. Games may be associated with various play activities that are themselves able to engage players to overcome obstacles and achieve goals. For Paulo Freire, the relationship between teachers and students should give constantly and transforming interaction, where teachers are challenged to creatively rebuild knowledge from the interaction with the students, considering their prior knowledge, history, and social and cultural context, mediated by affection, which in turn can be expressed in the form of fun activities and games. Participatory design is a set of methodologies by which potential users are involved in the construction of the solution, taking part in certain stages of the project, from design to participatory validation, and can also participate in the development stage. This work has as main objective to demonstrate that participatory design process can be combined to participatory popular education dynamics, in order to build a methodology to construct serious games and software applications in health education. As a case study, we developed the serious game “Comer Legal: A nutritional adventure”, in order to pedagogically work the theme of food and nutrition education. For the first version, observations and notes were taken from the participatory workshops developed in the Settling Nova Canaã, located in the municipality of Tracunhaém, North Forest Zone of Pernambuco. The diagnosis of food and nutritional health status was also obtained. A diagnosis of the situation of food and nutritional health of the city of Bissau, capital of Guinea-Bissau, was also constructed, using information obtained from interviews and questionnaires applied to state and civil society representatives. The serious game has been modified, adjusted and validated in a participatory manner with a group of nine nutrition professionals from Recife, and 177 elementary school students from two schools located in Carpina and Paudalho, North Forest Zone of Pernambuco. The results showed that the developed serious game was considered both fun and pedagogically effective, helping students to identify healthy foods and classify them into energetics, regulators, and constructors.