Master of Science / Food Science Institute / Weiqun Wang / According to the Centers for Disease Control and Prevention, 48% of known, single-setting foodborne illness outbreaks were caused by food consumed in restaurants. The lack of food handler training and knowledge of food safety concepts is a contributing factor to the continued occurrence of foodborne illness outbreaks. This report concerns food handler training undertaken with a goal of incorporating teaching techniques other than “stand and deliver” presentations to restaurant employees in the Kansas City, Kansas Metro area. Differing messaging concepts such as discussion, role playing, and hands-on segments were used. Training took place in classroom settings as well as commercial kitchen laboratories, including a working restaurant hot-food preparation line. Participants included restaurant owners, managers, as well as front and back of the house employees. Some had completed other food safety training in the past, while others had no formal food safety training. The food safety knowledge of the participants was determined in a pre-test administered just before the training session started, with the average score being 63%. The sessions began with a slide presentation and discussion of current best practices in safe food handling, followed by two hours of kitchen lab time, in which the participants rotated through several demonstration and practice stations. Areas of emphasis during the hands-on sessions were hand washing, cooling and reheating of food, proper thermometer use, and sanitizer use. Special focus was given to mimicking a hot food preparation line where employees had to handle potentially hazardous foods such as raw hamburger, and then work with ready-to-eat foods in the same area. The participants finished the training with a multiple-choice test (a score of 75% was required for recognition of the training), followed by a discussion of the test questions. The average score after training was 76%. At all times participants were encouraged to ask questions that would address specific challenges in their respective restaurants. Participants were given a post-training course evaluation to gauge acceptance of the training. Results showed strong appreciation and preference for the hands-on segments and the inclusion of industry experts as presenters. Overall, post-test scores increased by 13.6% compared to the pre-test scores. The improvement of test scores was significant (P<0.0001) indicating that the training was successful in training restaurant managers, owners, and employees about food safety practices.

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...

The purpose of the proposed study is to explore the contribution of different types of continuing professional education (CPE) to the upward career mobility of current health services administrators working in a hospital setting. The objectives of the study were to determine the pattern of participation in CPE of a sample of hospital administrators, to ascertain the degree of upward career mobility over a 10-year period and to investigate the degree of association between these two factors as well as respondents' opinions concerning the impact of CPE on upward career mobility. / Data were collected by mailing a self-administered questionnaire to a national sample of senior-level health services administrators and to the chairpersons of the board from the same institutions. The sample of health services administrators was selected in such a manner as to eliminate confounding variables of education, length of professional experience and age. Respondents reported spending an average of 83 hours per year in formal varieties of CPE and over twenty times as much, or 1,673 hours per year, in informal varieties. In the informal domain, the greatest amount of time was spent in personal discussions, followed by personal reading. Most of the formal hours of CPE were spent in training provided during professional meetings. / The level of participation in CPE--both formal and informal--turned out to be significantly but weakly associated with indicators of the actual upward career mobility of these health services administrators. At the same time, both they and the board members responsible for hiring and firing them accorded CPE participation low causal weight in career success. Its principal effects seem due to the chance it offers to improve administrative competencies that contribute to professional development and to "network" with colleagues and influential parties who may support career advancement. / Source: Dissertation Abstracts International, Volume: 55-04, Section: A, page: 0831. / Director: Peter Easton. / Thesis (Ph.D.)--The Florida State University, 1994.

This study identified and assessed perceptions of eight (8) roles engaged in, and characteristic of, the competent allied health consultant. One hundred and thirty-eight respondents from across the nation completed a specially-designed questionnaire rating scale, and their responses were classified according to whether they were (1) consultants, (2) consultees, or (3) those who had served in both capacities. / The major thrust of this investigation was to determine how closely respondents approximated hypothesized role perceptions derived from a model by Lippitt and Lippitt (1986), to determine the degree to which three groups, identified above, converged on, or diverged from, one another (in the aggregate), and to determine if the rankings of the eight roles in terms of their importance were related to the groups' status, that is, whether consultant, consultee, or a combination of both. / A subsidiary consideration of this study, which proved late in the investigation to be salient, was whether respondents had some sense of the flow of the eight roles through the consultation process along a continuum from a nondirective to a directive conclusion. / Results indicated that no significant differences distinguished any one group from another and that respondents showed a midpoint approximation of the perceptions reflected in the model by Lippitt and Lippitt. Results also indicated that little, if any, sense of the temporal appearance of roles, as exhibited by the model, was evidenced. / Summaries revealed that traditional views of consultation as (1) fact finder, (2) problem solver, and (3) information specialist predominated in importance. A central conclusion was that, in spite of the general view that little, if any, consensus exists as to what constitutes a consultant, there was close agreement with the Lippitts' version of consultant roles. Thus, the model by Lippitt and Lippitt exhibits role perceptions around which allied health consultation can cohere. / Source: Dissertation Abstracts International, Volume: 51-06, Section: A, page: 1838. / Major Professor: Joseph Beckham. / Thesis (Ph.D.)--The Florida State University, 1990.

Introdução - A asma é provavelmente a enfermidade humana da antiguidade mais frequentemente discutida, e a morbidade associada a ela tem despertado o interesse de pesquisadores de várias áreas. Percebe-se atualmente que tem sido realizados -la de modo eficiente. Torna-se cada vez mais importante desenvolver também trabalhos que estimulem o conhecimento sobre a doença e sua prevenção, bem como saber como os cuidadores familiares e os profissionais de saúde que atendem aos portadores de asma avaliam e tratam a interferência dessa patologia no cotidiano familiar de seus pacientes. Objetivo - Investigar a dinâmica que rege a rotina do cuidador da criança asmática. Método - Utilizou-se metodologia qualitativa e três instrumentos de pesquisa: observação, entrevista e fotografia, sendo que o material coletado foi analisado por meio do Método de Análise de Conteúdo, proposto por Laurence Bardin. Resultados Os cuidadores entrevistados referiram que a convivência familiar com a criança asmática é por vezes difícil pelas limitações que a doença impõe e pela inconstância das crises que exige uma observação constante, gerando cansaço, noites sem dormir, frequência a serviços de emergência e internações, onde nem sempre eram bem atendidos, levando a sentimentos de impotência e de sofrimento. Citaram a preocupação com os cuidados referentes a alimentação, medicação, controle ambiental e também com as inúmeras recomendações médicas. Relataram dificuldades em se desfazer de coisas que gostavam como cortinas, tapetes, bichos de pelúcia e animais domésticos para promover o controle da doença. Conclusão - Os cuidadores em parceria com os profissionais de saúde mobilizados para obtenção do controle da asma por meio da atenção ambulatorial, conseguiram reduzir a busca por atendimento no pronto-socorro e as hospitalizações. Aprenderam a enfrentar o problema, entendendo a doença, reconhecendo e não subestimando os sinais e sintomas e organizando um plano de ação para as fases de manutenção e de crise da asma. Enfim, a realidade vivida pelos familiares é bastante influenciada pela existência da doença, no entanto o seu controle é possível e tratando-se de crianças, o papel do cuidador é indispensável neste sentido. Deste modo, a equipe de saúde bem preparada poderá contribuir efetivamente para que ocorra o controle da asma. / Introduction - Asthma is probably the human disease from antiquity most often discussed, and the death rate associated with it has attracted the interest of researchers from many areas. Currently numerous works are being conducted on how to control it effectively. It is also important to develop studies that will stimulate knowledge about the disease and its prevention by investigating how the caregivers and health professionals who treat and evaluate patients with asthma act within the daily routine of their patients. Objective - To investigate the dynamics that govern the routine of caregivers of asthmatic children. Methodology - Qualitative methodology and three research instruments were used: observation, semi-structured interview and photography. The material collected was analyzed with the Content Analysis Method proposed by Laurence Bardin. Results - Caregivers reported that family life with asthmatic children is sometimes difficult due to the limitations imposed by the disease and because of the unpredictability of the asthma attacks, requiring constant observation and resulting in fatigue, sleepless nights, frequent visits to emergency rooms and stays in hospitals, where they were not always well attended, all this leading to feelings of helplessness and suffering. The caregivers also mentioned concern about nutrition, medication and environment control, as well as with the countless medical recommendations that they receive. They struggled with the need to part with things that they enjoyed, such as curtains, carpets, stuffed animals and pets. Conclusion - Caregivers in partnership with health professionals focused to achieve control of asthma through outpatient care managed to reduce the need for emergency room visits and hospitalizations. They learned to deal with the problem, understanding the disease, recognizing the symptoms and signs instead of underestimating them and organizing action plans for both maintenance and crisis stages. In conclusion, the reality experienced by family members of an asthmatic child is strongly influenced by the presence of the disease, but keeping it in check is possible and in the case of children the caregiver\'s role is essential. Therefore a knowledgeable healthcare team can effectively contribute for asthma control.

Introdução: O Sistema Único de Saúde (SUS) brasileiro demanda profissionais com formação humanística, voltada para a integralidade da atenção, o trabalho interprofissional e em equipe. Apesar das Diretrizes Curriculares Nacionais (DCN) dos cursos da área da saúde, apontarem desde 2001/2002 que os cursos devem assegurar a formação de profissionais com competências e habilidades para a atuação interprofissional, a implantação destas diretrizes ainda é um desafio, especialmente no que diz respeito à integração curricular e ao atendimento às diretrizes do SUS. Objetivo: Este estudo tem por objetivo traçar um panorama da educação interprofissional em saúde (EIP) em Instituições de Ensino Superior (IES) no município de São Paulo, Região Metropolitana de São Paulo (RMSP) e Baixada Santista (RMBS). Metodologia: Estudo quanti-qualitativo sobre o cenário da EIP nos cursos de graduação das IES na área delimitada. Os dados foram coletados através de consulta e análise das informações contidas nos sites das IES que oferecem cursos de graduação em saúde, e de entrevistas com os coordenadores de cursos de uma IES que trabalha a EIP no Projeto Pedagógico do Curso (PPC). Os dados quantitativos foram analisados através de frequência simples e as entrevistas depois de transcritas foram analisadas com a utilização de análise de conteúdo. Resultados e Discussão: 80 IES ofereciam cursos de graduação na área de saúde, totalizando 307 cursos. A grande maioria dos websites das IES não disponibilizam informações requeridas pelo Ministério da Educação (MEC): 8,5% disponibilizavam o PPC, 44% relação nominal dos docentes, 18,6% ementas de disciplinas e 57,3% carga horário do curso. Apenas 5,2% das IES apresentavam proposta de EIP em seu PPC e 27,7%, disciplinas cuja nomenclatura sugeria a abordagem interprofissional. Pela análise das entrevistas com os coordenadores da IES selecionada emergiram 8 categorias agrupadas em três eixos temáticos: a) PPC com as categorias: origem da proposta de EIP e capacitação do corpo docente; b) Gestão na IES: educação permanente do corpo docente, avaliação do PPC e organização da matriz curricular e c) a EIP na IES: impacto na formação do aluno, o aluno no processo de ensino, o docente no processo de ensino e a educação interprofissional: teoria, prática; e preparo do aluno no término do curso. Conclusões: O conteúdo dos websites das IES não seguem as exigências do MEC. O termo \"interdisciplinar\" é utilizado para definir propostas distintas de ensino: integração curricular entre cursos e articulação do conteúdo teórico com a prática. Três IES apresentam a EIP no PPC. A otimização de recursos para manutenção dos cursos foi o objetivo da proposta inicial da IES; há deficiência na formação na educação permanente do corpo docente e no processo de avaliação da proposta de EIP; os conteúdos sobre o trabalho em equipe são desenvolvidos especialmente na prática; os alunos não compreendem a proposta do currículo integrado mas, apesar das dificuldades, os coordenadores veem de forma positiva a prática do currículo integrado, identificando ganhos no âmbito relacional a partir da convivência e sentimento de pertencimento a uma área comum, a saúde. / Introduction: The Brazilian Health System demands professionals with humanistic background, focused on comprehensive care and interprofessional teamwork. Although the National Curriculum Guidelines for healthcare courses suggest, since 2001/2002, that those courses should ensure professional training on specific skills and abilities aiming interprofessional work, their implementation is still a challenge, especially about curriculum integration and compliance to the guidelines of the current health care system. Objective: This study aims to give an overview about interprofessional education in higher education institutions in São Paulo city, and in the Metropolitan Areas of São Paulo (RMSP) and Baixada Santista (RMBS). Methodology: This is a quantitative and qualitative study about current situation of interprofessional education in health in undergraduate courses. Data were collected through websites of educational institutions that offer health undergraduate courses, and interviews with courses coordinators of one private institution that was identified in previous stage of this research. Quantitative data were analyzed using simple frequency and interviews after transcription were analyzed using content analysis. Results and discussion: 80 higher education institutions offered undergraduate courses in health, totaling 307 courses. Among other data, 8.5% institutions provide the educational project, 44% nominal list of the teachers, 18.6% the menus disciplines and 57.3% the school hours on their institutional websites. Only 5.2% of IES had interprofessional education proposal in your educational project and 27.7 % subjects whose nomenclature suggested the interprofessional education. For the analysis of interviews with coordinators of the selected IES emerged 8 categories grouped into three themes: a) pedagogical proposal with the categories: origin of interprofessional education proposal and training of the staff; b ) Management in the institution: continuing education for teachers , evaluation of pedagogical proposal and organization of the curriculum c ) interprofessional education in the institution : impact on student education , the student in the teaching process , the teacher in the teaching process and the interprofessional education: theory, practice ; and student preparation at the end of the course. Conclusions: Higher education institutions websites of the contents do not follow the requirements of the Ministry of Education. The term \" interdisciplinary \" is used to define different proposals for education: curriculum integration between courses and joint theory content with practical. Three institutions have interprofessional education in pedagogical project. Optimize resources for maintenance of the courses was the inicial objective of the interprofessional proposal ; the faculty qualification and continuing education is not enough it isn\'t a evaluation process of interprofessional education; content about teamwork are specially developed in practice; the students do not understand the proposal of the integrated curriculum and , despite the difficulties , see positively the practice of integrated curriculum, identifying gains in the relational context from the living and feeling of belonging to a common area, health .

Introdução: O Sistema Único de Saúde (SUS) brasileiro demanda profissionais com formação humanística, voltada para a integralidade da atenção, o trabalho interprofissional e em equipe. Apesar das Diretrizes Curriculares Nacionais (DCN) dos cursos da área da saúde, apontarem desde 2001/2002 que os cursos devem assegurar a formação de profissionais com competências e habilidades para a atuação interprofissional, a implantação destas diretrizes ainda é um desafio, especialmente no que diz respeito à integração curricular e ao atendimento às diretrizes do SUS. Objetivo: Este estudo tem por objetivo traçar um panorama da educação interprofissional em saúde (EIP) em Instituições de Ensino Superior (IES) no município de São Paulo, Região Metropolitana de São Paulo (RMSP) e Baixada Santista (RMBS). Metodologia: Estudo quanti-qualitativo sobre o cenário da EIP nos cursos de graduação das IES na área delimitada. Os dados foram coletados através de consulta e análise das informações contidas nos sites das IES que oferecem cursos de graduação em saúde, e de entrevistas com os coordenadores de cursos de uma IES que trabalha a EIP no Projeto Pedagógico do Curso (PPC). Os dados quantitativos foram analisados através de frequência simples e as entrevistas depois de transcritas foram analisadas com a utilização de análise de conteúdo. Resultados e Discussão: 80 IES ofereciam cursos de graduação na área de saúde, totalizando 307 cursos. A grande maioria dos websites das IES não disponibilizam informações requeridas pelo Ministério da Educação (MEC): 8,5% disponibilizavam o PPC, 44% relação nominal dos docentes, 18,6% ementas de disciplinas e 57,3% carga horário do curso. Apenas 5,2% das IES apresentavam proposta de EIP em seu PPC e 27,7%, disciplinas cuja nomenclatura sugeria a abordagem interprofissional. Pela análise das entrevistas com os coordenadores da IES selecionada emergiram 8 categorias agrupadas em três eixos temáticos: a) PPC com as categorias: origem da proposta de EIP e capacitação do corpo docente; b) Gestão na IES: educação permanente do corpo docente, avaliação do PPC e organização da matriz curricular e c) a EIP na IES: impacto na formação do aluno, o aluno no processo de ensino, o docente no processo de ensino e a educação interprofissional: teoria, prática; e preparo do aluno no término do curso. Conclusões: O conteúdo dos websites das IES não seguem as exigências do MEC. O termo \"interdisciplinar\" é utilizado para definir propostas distintas de ensino: integração curricular entre cursos e articulação do conteúdo teórico com a prática. Três IES apresentam a EIP no PPC. A otimização de recursos para manutenção dos cursos foi o objetivo da proposta inicial da IES; há deficiência na formação na educação permanente do corpo docente e no processo de avaliação da proposta de EIP; os conteúdos sobre o trabalho em equipe são desenvolvidos especialmente na prática; os alunos não compreendem a proposta do currículo integrado mas, apesar das dificuldades, os coordenadores veem de forma positiva a prática do currículo integrado, identificando ganhos no âmbito relacional a partir da convivência e sentimento de pertencimento a uma área comum, a saúde. / Introduction: The Brazilian Health System demands professionals with humanistic background, focused on comprehensive care and interprofessional teamwork. Although the National Curriculum Guidelines for healthcare courses suggest, since 2001/2002, that those courses should ensure professional training on specific skills and abilities aiming interprofessional work, their implementation is still a challenge, especially about curriculum integration and compliance to the guidelines of the current health care system. Objective: This study aims to give an overview about interprofessional education in higher education institutions in São Paulo city, and in the Metropolitan Areas of São Paulo (RMSP) and Baixada Santista (RMBS). Methodology: This is a quantitative and qualitative study about current situation of interprofessional education in health in undergraduate courses. Data were collected through websites of educational institutions that offer health undergraduate courses, and interviews with courses coordinators of one private institution that was identified in previous stage of this research. Quantitative data were analyzed using simple frequency and interviews after transcription were analyzed using content analysis. Results and discussion: 80 higher education institutions offered undergraduate courses in health, totaling 307 courses. Among other data, 8.5% institutions provide the educational project, 44% nominal list of the teachers, 18.6% the menus disciplines and 57.3% the school hours on their institutional websites. Only 5.2% of IES had interprofessional education proposal in your educational project and 27.7 % subjects whose nomenclature suggested the interprofessional education. For the analysis of interviews with coordinators of the selected IES emerged 8 categories grouped into three themes: a) pedagogical proposal with the categories: origin of interprofessional education proposal and training of the staff; b ) Management in the institution: continuing education for teachers , evaluation of pedagogical proposal and organization of the curriculum c ) interprofessional education in the institution : impact on student education , the student in the teaching process , the teacher in the teaching process and the interprofessional education: theory, practice ; and student preparation at the end of the course. Conclusions: Higher education institutions websites of the contents do not follow the requirements of the Ministry of Education. The term \" interdisciplinary \" is used to define different proposals for education: curriculum integration between courses and joint theory content with practical. Three institutions have interprofessional education in pedagogical project. Optimize resources for maintenance of the courses was the inicial objective of the interprofessional proposal ; the faculty qualification and continuing education is not enough it isn\'t a evaluation process of interprofessional education; content about teamwork are specially developed in practice; the students do not understand the proposal of the integrated curriculum and , despite the difficulties , see positively the practice of integrated curriculum, identifying gains in the relational context from the living and feeling of belonging to a common area, health .

Made available in DSpace on 2016-04-27T16:32:27Z (GMT). No. of bitstreams: 1 Maria Aparecida Augusto Satto Vilela.pdf: 3522661 bytes, checksum: 0214eb73f5c31188bbd1610108ec0f48 (MD5) Previous issue date: 2011-03-29 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / This research has the purposes of analyzing the relationship between health and education in the 1920&#8223;s and 1940&#8223;s, and identifying the official speeches of the Vargas government and speeches used by physicians and educators in relation to health and pertaining to school health during the periodization proposed. To understand the role that the physician had for the educational and sanitary policy of the Vargas government were used as primary sources the annals of the 1 National Congress of School Health. Such event had the participation of 1.264 professionals, representatives, mainly, of the medical-educational environment. One of the purposes of the Congress was to reunite experts at the subject, which was fully reached by the number of participants. It is possible to identify by means of the analysis of the reports that the school was, for doctors and educators, a place of basic importance for the broader training of the students, in which the physical, moral and psychic aspects should be addressed. This integral education, therefore, did not fit only to the professor, since the doctor was the professional who owned the expertise to take care of the physical and, why not, moral health of the student. By these aspects, at accepting that the 1 National Congress of School Health was a space of convergence of medical and educational subjects, it can be understood the physicians as specialists who used their knowledge and occupied the social condition of intellectual specialists (Bobbio, 1997), engaged professionals and social protagonists (Sirinelli, 2003) / Esta pesquisa tem como objetivos analisar a relação entre saúde e educação nos anos 1920 e 1940, assim como identificar os discursos oficiais do governo Vargas e os discursos utilizados por médicos e educadores em relação à saúde e à saúde escolar durante a periodização proposta. Para compreender o papel que o médico teve para a política educacional e sanitária do governo Vargas foram utilizadas como fontes primárias principais os anais do 1.º Congresso Nacional de Saúde Escolar. Tal evento contou com 1.264 profissionais, representantes, principalmente, do meio médico-educacional. Um dos objetivos do Congresso era reunir especialistas no assunto, o que foi alcançado plenamente pelo número de participantes. É possível identificar por meio da análise dos relatórios que a escola era, para médicos e educadores, um lugar de fundamental importância para a formação mais ampla dos alunos, no qual os aspectos físicos, morais e psíquicos deveriam ser contemplados. Essa educação integral, portanto, não cabia apenas ao professor, visto que o médico era o profissional que possuía a especialidade para cuidar da saúde e do aspecto físico e, porque não, moral do aluno. Por esses aspectos, ao aceitar que o 1.º Congresso Nacional de Saúde Escolar foi um espaço de convergência de temas médicos e educacionais pode-se compreender os médicos como especialistas que utilizavam seu saber e ocupavam socialmente uma condição de intelectuais especialistas (Bobbio, 1997), profissionais engajados e protagonistas sociais (Sirinelli, 2003)

The work that is submitted here for the degree of PhD by publication comprises one book, one book chapter, and fourteen papers published in peer-reviewed journals. Many arise from qualitative research projects on which I was the appointed researcher. I am sole author on five of the publications, lead author on seven, and joint author on four. The publications span the years 1998-2007. They are included in full, and are examined, using Foucault's notion of 'governmentality', in an overview. The projects were designed and conducted during a particular era in history (characterised as 'risk society' or Yeflexive modernity'), dominated by a particular political ideology (characterised as 'neo-liberal'), and all examined aspects of public service delivery and use. Using Foucault's notion of governmentality, this body of research is concerned with questions of how we govern, and how we are governed, and with the relation between the government of ourselves, the government of others, and the government of the state. Foucault suggests that it is only through the analysis of various micro-sites that practices of power or governmentality might be identified. The research collected here represents a study of governmentality in the 'micro-sites' of welfare, (in this case, the provision and use of social security benefits); health care (the delivery and 'consumption' of NHS Direct, an innovative health care service); and education (in particular, the management of change in Higher Education, and the production of university learning, teaching and research).

Introdução - A asma é provavelmente a enfermidade humana da antiguidade mais frequentemente discutida, e a morbidade associada a ela tem despertado o interesse de pesquisadores de várias áreas. Percebe-se atualmente que tem sido realizados -la de modo eficiente. Torna-se cada vez mais importante desenvolver também trabalhos que estimulem o conhecimento sobre a doença e sua prevenção, bem como saber como os cuidadores familiares e os profissionais de saúde que atendem aos portadores de asma avaliam e tratam a interferência dessa patologia no cotidiano familiar de seus pacientes. Objetivo - Investigar a dinâmica que rege a rotina do cuidador da criança asmática. Método - Utilizou-se metodologia qualitativa e três instrumentos de pesquisa: observação, entrevista e fotografia, sendo que o material coletado foi analisado por meio do Método de Análise de Conteúdo, proposto por Laurence Bardin. Resultados Os cuidadores entrevistados referiram que a convivência familiar com a criança asmática é por vezes difícil pelas limitações que a doença impõe e pela inconstância das crises que exige uma observação constante, gerando cansaço, noites sem dormir, frequência a serviços de emergência e internações, onde nem sempre eram bem atendidos, levando a sentimentos de impotência e de sofrimento. Citaram a preocupação com os cuidados referentes a alimentação, medicação, controle ambiental e também com as inúmeras recomendações médicas. Relataram dificuldades em se desfazer de coisas que gostavam como cortinas, tapetes, bichos de pelúcia e animais domésticos para promover o controle da doença. Conclusão - Os cuidadores em parceria com os profissionais de saúde mobilizados para obtenção do controle da asma por meio da atenção ambulatorial, conseguiram reduzir a busca por atendimento no pronto-socorro e as hospitalizações. Aprenderam a enfrentar o problema, entendendo a doença, reconhecendo e não subestimando os sinais e sintomas e organizando um plano de ação para as fases de manutenção e de crise da asma. Enfim, a realidade vivida pelos familiares é bastante influenciada pela existência da doença, no entanto o seu controle é possível e tratando-se de crianças, o papel do cuidador é indispensável neste sentido. Deste modo, a equipe de saúde bem preparada poderá contribuir efetivamente para que ocorra o controle da asma. / Introduction - Asthma is probably the human disease from antiquity most often discussed, and the death rate associated with it has attracted the interest of researchers from many areas. Currently numerous works are being conducted on how to control it effectively. It is also important to develop studies that will stimulate knowledge about the disease and its prevention by investigating how the caregivers and health professionals who treat and evaluate patients with asthma act within the daily routine of their patients. Objective - To investigate the dynamics that govern the routine of caregivers of asthmatic children. Methodology - Qualitative methodology and three research instruments were used: observation, semi-structured interview and photography. The material collected was analyzed with the Content Analysis Method proposed by Laurence Bardin. Results - Caregivers reported that family life with asthmatic children is sometimes difficult due to the limitations imposed by the disease and because of the unpredictability of the asthma attacks, requiring constant observation and resulting in fatigue, sleepless nights, frequent visits to emergency rooms and stays in hospitals, where they were not always well attended, all this leading to feelings of helplessness and suffering. The caregivers also mentioned concern about nutrition, medication and environment control, as well as with the countless medical recommendations that they receive. They struggled with the need to part with things that they enjoyed, such as curtains, carpets, stuffed animals and pets. Conclusion - Caregivers in partnership with health professionals focused to achieve control of asthma through outpatient care managed to reduce the need for emergency room visits and hospitalizations. They learned to deal with the problem, understanding the disease, recognizing the symptoms and signs instead of underestimating them and organizing action plans for both maintenance and crisis stages. In conclusion, the reality experienced by family members of an asthmatic child is strongly influenced by the presence of the disease, but keeping it in check is possible and in the case of children the caregiver\'s role is essential. Therefore a knowledgeable healthcare team can effectively contribute for asthma control.