Esta pesquisa teve como objetivo acompanhar e analisar os efeitos que a Educação Permanente em Saúde (EPS) pode produzir na organização e execução do trabalho no SUS. Para isso, percorremos e habitamos territórios de experimentação e formulação da EPS, numa tentativa de esboçar os jogos de força que conformam os campos de possibilidade de a EPS se fazer potência instituinte, dispositivo de problematização e transformação das práticas constitutivas do trabalho no SUS. Foi-nos útil, para tanto, as contribuições do Movimento Institucionalista, o qual aponta, dentre outros, a radicalização da experiência de problematização como princípio ético e estético do pesquisar. Com a Pesquisa-Intervenção, encontramos reafirmada a perspectiva implicada de produção do conhecimento, onde o pesquisar é tomado como uma produção coletiva que se dá em ato, no processo de produção de encontros e co-engendramentos entre o pesquisador e o território no qual se atualizam as potencialidades do tema pesquisado. Encontramos parceiros e atores da proposta colocada por esta pesquisa em uma Coordenadoria Regional de Saúde do estado do Rio Grande do Sul (CRS-RS), onde um grupo de trabalhadores tem buscado problematizar os modos como a organização e execução do próprio trabalho se instituíram ao longo do tempo naquele espaço, fissurando o instituído e abrindo passagem à experimentação coletiva de outros modos de se organizar e trabalhar. Implícita e explicitamente, recorrem à Educação Permanente em Saúde como tecnologia (leve e leve-dura) de operacionalização e sustentação dessas mudanças. / This research aimed to monitor and analyze the effects that Permanent Education in Health (PEH) can produce in the organization and execution of work in the National Health System (NHS). We traverse and inhabit territories of experimentation and formulation of PEH, an attempt to sketch the power games that make up the field of possibility for the PEH do, instituting power of questioning and transforming work practices in constituent SUS device. It was useful to us, therefore, the contributions of Institutionalist Movement, which aims, among others, the radicalization of experience as problematic ethical and aesthetic principle of search. With Research-Intervention, we find reaffirmed the implied knowledge production, where the search is taken as a collective production that occurs in act, in the production process of meetings between the researcher and the territory in which perspective are updated the potential of the research topic. We found partners and stakeholders of the proposal raised by this research in a Regional Health Directory of Rio Grande do Sul (RHD-RS), where a group of workers have sought to problematize the ways in which the organization and execution of the work himself got instituted over time in that space, hitting the opening set and move to collective experimenting with other ways of getting organized and work. Implicitly and explicitly, they resort to Permanent Health Education as a technology for the deployment and support of these changes.

Esta pesquisa teve como objetivo acompanhar e analisar os efeitos que a Educação Permanente em Saúde (EPS) pode produzir na organização e execução do trabalho no SUS. Para isso, percorremos e habitamos territórios de experimentação e formulação da EPS, numa tentativa de esboçar os jogos de força que conformam os campos de possibilidade de a EPS se fazer potência instituinte, dispositivo de problematização e transformação das práticas constitutivas do trabalho no SUS. Foi-nos útil, para tanto, as contribuições do Movimento Institucionalista, o qual aponta, dentre outros, a radicalização da experiência de problematização como princípio ético e estético do pesquisar. Com a Pesquisa-Intervenção, encontramos reafirmada a perspectiva implicada de produção do conhecimento, onde o pesquisar é tomado como uma produção coletiva que se dá em ato, no processo de produção de encontros e co-engendramentos entre o pesquisador e o território no qual se atualizam as potencialidades do tema pesquisado. Encontramos parceiros e atores da proposta colocada por esta pesquisa em uma Coordenadoria Regional de Saúde do estado do Rio Grande do Sul (CRS-RS), onde um grupo de trabalhadores tem buscado problematizar os modos como a organização e execução do próprio trabalho se instituíram ao longo do tempo naquele espaço, fissurando o instituído e abrindo passagem à experimentação coletiva de outros modos de se organizar e trabalhar. Implícita e explicitamente, recorrem à Educação Permanente em Saúde como tecnologia (leve e leve-dura) de operacionalização e sustentação dessas mudanças. / This research aimed to monitor and analyze the effects that Permanent Education in Health (PEH) can produce in the organization and execution of work in the National Health System (NHS). We traverse and inhabit territories of experimentation and formulation of PEH, an attempt to sketch the power games that make up the field of possibility for the PEH do, instituting power of questioning and transforming work practices in constituent SUS device. It was useful to us, therefore, the contributions of Institutionalist Movement, which aims, among others, the radicalization of experience as problematic ethical and aesthetic principle of search. With Research-Intervention, we find reaffirmed the implied knowledge production, where the search is taken as a collective production that occurs in act, in the production process of meetings between the researcher and the territory in which perspective are updated the potential of the research topic. We found partners and stakeholders of the proposal raised by this research in a Regional Health Directory of Rio Grande do Sul (RHD-RS), where a group of workers have sought to problematize the ways in which the organization and execution of the work himself got instituted over time in that space, hitting the opening set and move to collective experimenting with other ways of getting organized and work. Implicitly and explicitly, they resort to Permanent Health Education as a technology for the deployment and support of these changes.

Esta pesquisa teve como objetivo acompanhar e analisar os efeitos que a Educação Permanente em Saúde (EPS) pode produzir na organização e execução do trabalho no SUS. Para isso, percorremos e habitamos territórios de experimentação e formulação da EPS, numa tentativa de esboçar os jogos de força que conformam os campos de possibilidade de a EPS se fazer potência instituinte, dispositivo de problematização e transformação das práticas constitutivas do trabalho no SUS. Foi-nos útil, para tanto, as contribuições do Movimento Institucionalista, o qual aponta, dentre outros, a radicalização da experiência de problematização como princípio ético e estético do pesquisar. Com a Pesquisa-Intervenção, encontramos reafirmada a perspectiva implicada de produção do conhecimento, onde o pesquisar é tomado como uma produção coletiva que se dá em ato, no processo de produção de encontros e co-engendramentos entre o pesquisador e o território no qual se atualizam as potencialidades do tema pesquisado. Encontramos parceiros e atores da proposta colocada por esta pesquisa em uma Coordenadoria Regional de Saúde do estado do Rio Grande do Sul (CRS-RS), onde um grupo de trabalhadores tem buscado problematizar os modos como a organização e execução do próprio trabalho se instituíram ao longo do tempo naquele espaço, fissurando o instituído e abrindo passagem à experimentação coletiva de outros modos de se organizar e trabalhar. Implícita e explicitamente, recorrem à Educação Permanente em Saúde como tecnologia (leve e leve-dura) de operacionalização e sustentação dessas mudanças. / This research aimed to monitor and analyze the effects that Permanent Education in Health (PEH) can produce in the organization and execution of work in the National Health System (NHS). We traverse and inhabit territories of experimentation and formulation of PEH, an attempt to sketch the power games that make up the field of possibility for the PEH do, instituting power of questioning and transforming work practices in constituent SUS device. It was useful to us, therefore, the contributions of Institutionalist Movement, which aims, among others, the radicalization of experience as problematic ethical and aesthetic principle of search. With Research-Intervention, we find reaffirmed the implied knowledge production, where the search is taken as a collective production that occurs in act, in the production process of meetings between the researcher and the territory in which perspective are updated the potential of the research topic. We found partners and stakeholders of the proposal raised by this research in a Regional Health Directory of Rio Grande do Sul (RHD-RS), where a group of workers have sought to problematize the ways in which the organization and execution of the work himself got instituted over time in that space, hitting the opening set and move to collective experimenting with other ways of getting organized and work. Implicitly and explicitly, they resort to Permanent Health Education as a technology for the deployment and support of these changes.

In previous contact with secondary schools, we have noticed a dull setting for friluftsliv among teachers in Physical Education and Health. We suspected that both teaching and assessment are sometimes conducted in error. Under the provisions of Skolverket the teacher must involve all elements mentioned in the core content of the curriculum and the assessment of students' knowledge may be based only on what is expressed in the syllabus for each course. Research shows that the implementation of the curriculum have failed in the subjects investigated (Skolinspektionen, 2013:22). We have identified a gap of knowledge regarding the situation of friluftsliv in the course physical education 1. Our study aims at the basis of an implementation theory perspective, analyzing the conditions for an implementation of the curriculum regarding friluftsliv in the course idrott och hälsa 1 in upper secondary school in Halland. Surveys were used to collect data. Our results indicate that the majority of the teachers do not understand what to do, while most of them both are willing and able to fulfill their mission.

<p> Natural disasters and catastrophic events have devastated hundreds of thousands of individuals worldwide. While governmental and disaster relief agencies attempt to respond as quickly as possible, individuals can be cut off from resources and services for extended periods, increasing stress and health complications. Individuals with mental illnesses are even more vulnerable in the aftermath of a disaster when they are cut off from vital medications and therapeutic services. Disaster preparedness promotes resilience and empowers individuals to take personal responsibility for their safety. The purpose of this project was to identify potential funding sources and write a grant proposal that funds the development and implementation of disaster preparedness classes for individuals living in the community with mental illnesses. Actual submission and/or funding of this grant was not a requirement for the successful completion of this project.</p>

In Sweden athlete schools, where students are attending in terms of optimizing their athletic careers in correlation with their studies, are a widely spread phenomena over the country and the system is included within the ordinary school system. This study aims to examine how the subject Physical Education and Health (PEH) is taught at athlete schools in comparison to how it is taught in classes with ordinary upper secondary school students. This study is based on interviews with eight teachers from two different Swedish schools. The results show that teachers do adjust their teaching in order to achieve quality teaching to give the athletic students optimized possibilities to improve. The results show different teacher perspectives about what knowledge that is prioritized. Admittedly, the teachers confess having problems with whether they assess these students on their previous skills or if they actually learn new skills during their PEH. Hence, this study serves the purpose of revealing the importance of developing new and individualized strategies on how to form an optimized educational environment and quality teaching for those students.

This essay focuses on pupils' comprehension about assessment. More specifically, complex movement skills in the curriculum. Two questions were formulated to answer the aim, one of which describes the pupils perceptions of the concept complex movement skills. The other question discusses what the pupils consider crucial to get a good grade in complex movement skills. This was examined during the autumn 2016 with a qualitative method. Six focus groups performed with 24 pupils in the ninth grade, from one secondary school. The interview results were directly related to Bourdieu's concept of capital, habitus, field and doxa together with Engström’s logics, which helped us interpret and try to understand the students’ perceptions. The pupils in our study seem to be of the understanding that the assessment of movements in activities that include a ball are less important compared to dance movements in physical education and health. Which leads to the conclusion that the value of complex movements differs regarding the grade. Initially, the students had a hard time trying to describe the concept of complex movement skills. The pupils gradually improved their description of the concept as the discussions proceeded. The description in dance originated from their teacher’s explanation and the understanding in the ball games came from their background in ball sports.

The thesis focuses on drama education methods and their use in health education classes. The thesis defines the basic definitions of pedagogy, teacher's personality, drama education and health education. The more extensive part deals with drama education, its aims, methods and techniques. Emphasis is placed on elaboration of specific methods and techniques of drama education. The aim of this work was to find out the drama education teachers perspective on the advantages and disadvantages of the application of its methods. The research was conducted in the structured interview form. It can be stated that the research assumptions were confirmed by the research. The most used drama education methods include the playing in role method and improvisation. According to teachers, the benefits of using drama education methods are efficiency and popularity among pupils. The time requirements for implementation and the time required for preparation are the main drawbacks. Part of the thesis is a project focusing on drama education methods and their use in middle school health education class. The project deals with the basic knowledge necessary for project creation and several specific recommendations for the drama education methods used in lessons. Five specific topics are proposed and developed within this...

A Educação Física (EF) é uma disciplina curricular obrigatória no sistema educacional e uma das aulas mais almejadas e prazerosas na perspectiva dos alunos. Ao longo dos anos, a EF sofreu diversas transformações, de disciplina com caráter higienista, voltado aos cuidados do corpo e ao militarismo, passou por uma fase tecnicista, na qual o foco era o desenvolvimento e aprimoramento das técnicas e do físico para competições. Porém, atualmente, além das práticas esportivas, a EF possui seu enfoque para o lazer, a saúde e a formação de um cidadão autônomo e reflexivo. Devido a sua relação com a saúde, é função da EF escolar promover programas e aulas que demonstrem ao aluno a importância da prática de atividade física/esporte relacionada aos hábitos de vida saudáveis, de modo que conheçam seu próprio corpo, executem atividades diárias com facilidade e evitem complicações gerais para a saúde futuramente. Ao longo dos anos, percebe-se a perda de interesse dos alunos em praticar as aulas com a mesma veemência dos anos iniciais, fato que se observa principalmente a partir do 6º ano do Ensino Fundamental, quando os alunos se entretêm com outras atividades que não seja a prática de exercício físico/esporte. Devido à relevância desse fato, é importante investigar sobre a motivação desses alunos e compreender a falta de entusiasmo para as aulas de EF. A motivação caracteriza-se por estar movido a fazer algo, que pode ser caracterizada como intrínseca, isto é, inerente à prática (por prazer), ou extrínseca ligada a fatores externos. Nesse contexto de desmotivação dos alunos para com a EF, e sendo ela de potencial impacto à saúde, o objetivo desse estudo foi analisar a motivação dos alunos do Ensino Fundamental para as aulas de EF. Além disso, compreender a significância da disciplina para os alunos e como ela é percebida em sua relação com a promoção da saúde e qualidade de vida. A pesquisa se fez importante para conhecer a perspectiva dos alunos e trazer reflexões para melhoria do cenário que se encontra a EF escolar. O estudo utilizou a abordagem qualitativa, com entrevistas semiestruturadas, das quais participaram alunos do 9º ano do Ensino Fundamental de uma escola municipal de Ribeirão Preto/SP. Para análise dos dados foi utilizada a análise temática. Foi possível compreender diversos fatores que impactam na motivação dos alunos, como: conteúdos, ações do professor, experiências ligadas ao contexto social (família e práticas esportivas) e aspectos voltados para a saúde. Identificou-se que o cenário das aulas de EF dessa instituição não se configura motivador e, para os alunos, o significado da disciplina se resume às práticas esportivas e a um tempo livre. O professor foi muito citado como agente responsável por promover ou não uma aula diferenciada e motivadora, e a saúde reconhecida pelos entrevistados como fator importante e interligado às aulas. A motivação apresentou-se como um desafio para a EF, com a responsabilidade de diversos agentes que compõem o campo educacional, a fim de formar um cidadão transformador dessa prática perante a sociedade / Physical Education (EF) is a compulsory curricular discipline in the educational system and one of the most desired and pleasurable classes in the students\' perspective. Over the years, EF underwent several transformations, from discipline with a hygienist character, focused on the care of the body and militarism, went through a technical phase, in which the focus was the development and improvement of the techniques and the physique for competitions. However, nowadays, in addition to sporting practices, EF has its focus for leisure, health and the formation of an autonomous and reflective citizen. Due to its relation to health, it is the function of the school EF to promote programs and classes that demonstrate to the student the importance of practicing physical activity / sport related to healthy living habits, so that they know their own body, perform daily activities with ease and avoid general health complications in the future. Over the years, students have lost interest in practicing classes with the same vehemence of the initial years, a fact that is observed mainly from the 6th year of elementary school, when students entertain themselves with other activities that do not be it the practice of physical exercise / sport. Because of the relevance of this fact, it is important to investigate the motivation of these students and understand the lack of enthusiasm for EF classes. Motivation is characterized by being moved to do something, which can be characterized as intrinsic, that is, inherent in practice (for pleasure), or extrinsic linked to external factors. In this context of students\' lack of motivation towards EF, and being of potential impact on health, the objective of this study was to analyze the motivation of Elementary School students for EF classes. In addition, understand the significance of the discipline for students and how it is perceived in its relationship with health promotion and quality of life. The research became important to know the perspective of the students and to bring reflections to improve the scenario that is the school EF. The study used the qualitative approach, with semi-structured interviews, in which students from the 9th grade of elementary school from a municipal school in Ribeirão Preto / SP participated. Thematic analysis was used to analyze the data. It was possible to understand several factors that impact students\' motivation, such as content, teacher actions, experiences related to the social context (family and sports practices) and aspects related to health. It was identified that the scenario of EF classes of this institution is not motivating and, for the students, the meaning of the discipline is reduced to sports practices and a \"free time\". The teacher was highly cited as the agent responsible for promoting or not a differentiated and motivating class, and the health recognized by the interviewees as an important factor and interconnected to the classes. The motivation presented itself as a challenge for the EF, with the responsibility of several agents that compose the educational field, in order to form a citizen transforming this practice before the society

A Educação Física (EF) é uma disciplina curricular obrigatória no sistema educacional e uma das aulas mais almejadas e prazerosas na perspectiva dos alunos. Ao longo dos anos, a EF sofreu diversas transformações, de disciplina com caráter higienista, voltado aos cuidados do corpo e ao militarismo, passou por uma fase tecnicista, na qual o foco era o desenvolvimento e aprimoramento das técnicas e do físico para competições. Porém, atualmente, além das práticas esportivas, a EF possui seu enfoque para o lazer, a saúde e a formação de um cidadão autônomo e reflexivo. Devido a sua relação com a saúde, é função da EF escolar promover programas e aulas que demonstrem ao aluno a importância da prática de atividade física/esporte relacionada aos hábitos de vida saudáveis, de modo que conheçam seu próprio corpo, executem atividades diárias com facilidade e evitem complicações gerais para a saúde futuramente. Ao longo dos anos, percebe-se a perda de interesse dos alunos em praticar as aulas com a mesma veemência dos anos iniciais, fato que se observa principalmente a partir do 6º ano do Ensino Fundamental, quando os alunos se entretêm com outras atividades que não seja a prática de exercício físico/esporte. Devido à relevância desse fato, é importante investigar sobre a motivação desses alunos e compreender a falta de entusiasmo para as aulas de EF. A motivação caracteriza-se por estar movido a fazer algo, que pode ser caracterizada como intrínseca, isto é, inerente à prática (por prazer), ou extrínseca ligada a fatores externos. Nesse contexto de desmotivação dos alunos para com a EF, e sendo ela de potencial impacto à saúde, o objetivo desse estudo foi analisar a motivação dos alunos do Ensino Fundamental para as aulas de EF. Além disso, compreender a significância da disciplina para os alunos e como ela é percebida em sua relação com a promoção da saúde e qualidade de vida. A pesquisa se fez importante para conhecer a perspectiva dos alunos e trazer reflexões para melhoria do cenário que se encontra a EF escolar. O estudo utilizou a abordagem qualitativa, com entrevistas semiestruturadas, das quais participaram alunos do 9º ano do Ensino Fundamental de uma escola municipal de Ribeirão Preto/SP. Para análise dos dados foi utilizada a análise temática. Foi possível compreender diversos fatores que impactam na motivação dos alunos, como: conteúdos, ações do professor, experiências ligadas ao contexto social (família e práticas esportivas) e aspectos voltados para a saúde. Identificou-se que o cenário das aulas de EF dessa instituição não se configura motivador e, para os alunos, o significado da disciplina se resume às práticas esportivas e a um tempo livre. O professor foi muito citado como agente responsável por promover ou não uma aula diferenciada e motivadora, e a saúde reconhecida pelos entrevistados como fator importante e interligado às aulas. A motivação apresentou-se como um desafio para a EF, com a responsabilidade de diversos agentes que compõem o campo educacional, a fim de formar um cidadão transformador dessa prática perante a sociedade / Physical Education (EF) is a compulsory curricular discipline in the educational system and one of the most desired and pleasurable classes in the students\' perspective. Over the years, EF underwent several transformations, from discipline with a hygienist character, focused on the care of the body and militarism, went through a technical phase, in which the focus was the development and improvement of the techniques and the physique for competitions. However, nowadays, in addition to sporting practices, EF has its focus for leisure, health and the formation of an autonomous and reflective citizen. Due to its relation to health, it is the function of the school EF to promote programs and classes that demonstrate to the student the importance of practicing physical activity / sport related to healthy living habits, so that they know their own body, perform daily activities with ease and avoid general health complications in the future. Over the years, students have lost interest in practicing classes with the same vehemence of the initial years, a fact that is observed mainly from the 6th year of elementary school, when students entertain themselves with other activities that do not be it the practice of physical exercise / sport. Because of the relevance of this fact, it is important to investigate the motivation of these students and understand the lack of enthusiasm for EF classes. Motivation is characterized by being moved to do something, which can be characterized as intrinsic, that is, inherent in practice (for pleasure), or extrinsic linked to external factors. In this context of students\' lack of motivation towards EF, and being of potential impact on health, the objective of this study was to analyze the motivation of Elementary School students for EF classes. In addition, understand the significance of the discipline for students and how it is perceived in its relationship with health promotion and quality of life. The research became important to know the perspective of the students and to bring reflections to improve the scenario that is the school EF. The study used the qualitative approach, with semi-structured interviews, in which students from the 9th grade of elementary school from a municipal school in Ribeirão Preto / SP participated. Thematic analysis was used to analyze the data. It was possible to understand several factors that impact students\' motivation, such as content, teacher actions, experiences related to the social context (family and sports practices) and aspects related to health. It was identified that the scenario of EF classes of this institution is not motivating and, for the students, the meaning of the discipline is reduced to sports practices and a \"free time\". The teacher was highly cited as the agent responsible for promoting or not a differentiated and motivating class, and the health recognized by the interviewees as an important factor and interconnected to the classes. The motivation presented itself as a challenge for the EF, with the responsibility of several agents that compose the educational field, in order to form a citizen transforming this practice before the society