ABSTRACT
Malaria is a parasitic disease of major health significance that arrests the development of the tropical countries, and the developmental education on malaria for the local residents has crucial effects for the successful control of malaria. In the present study, we tried to innovate an effective education program for a community primary school in a malaria endemic area of Solomon islands. The integrated program was consisted mainly with practical exercises of the surveillance of mosquito larvae that transmit malaria parasites, identification of the species of mosquito larvae and the mapping of the breeding sites and the localization of the residence of village people under the cooperation of the local residents and teachers. We successfully established a risk map showing the approximate localization of <i>Anopheles</i> larvae that transmits malaria. An impressive observation of mosquito larvae was performed with microscope equipped with LED light box in the dark classroom without electric power equipments. Though no students have ever observed the mosquito larvae and few students have some knowledge for malaria, all students replied that they learned about malaria with a deep interest by the educational program. Thus, this educational program is shown to be promising for the health education in the schools of malaria endemic area.
ABSTRACT
Nas culturas ocidentais em que vivemos, de forma muito mais intensa e explícita do que em outras épocas, o amor e a sexualidade têm sido significados como dimensões indissociáveis da vida humana. A sua realização prazerosa tem sido apresentada não apenas como um direito de todos os seres humanos, mas como um imperativo ao qual todos/as estamos submetidos e a partir do qual somos valorados, classificados e posicionados como mais ou menos bem-sucedidos e saudáveis. Nesse sentido, é importante destacar toda uma discursividade que reitera, todos os dias, que ser feliz envolve, dentre outras coisas, o trabalho, o amor e a vivência plena da sexualidade; e que alguns dos ingredientes importantes para garantir a felicidade e o prazer, nesses domínios, seriam, justamente, "sair da rotina", "inovar", "experimentar sensações novas" - é só dar uma folheada em livros de auto-ajuda, em revistas e nos vários programas de TV direcionados para o tema e voltados, de forma intensa, para os/as jovens. Tomando como referência esse contexto cultural e ancorando-se em vertentes dos estudos de gênero e culturais pós-estruturalistas, o presente artigo sinaliza para os desafios que se colocam para educadores e educadoras que se dispõem a trabalhar temas vinculados a gênero e sexualidade, na escola, na ótica da vulnerabilidade.
In the western cultures we live, more explicit and acutely than in other times, love and sexuality has been signified as inseparable dimensions of human life. Their pleasurable realization has been presented not only as a right of all human beings but as an imperative under all of us are submitted. We are valuated, classified and ranked as more or less wealthy and healthy through these imperatives. In this regard, it is important to detail a discourse that reiterates, every day, that being happy involves, among other things, work, love and complete realization of happiness. Some of the most important ingredients to assure happiness and pleasure in these domains were precisely "escaping from routine", "innovating", "experimenting new sensations" - take a look in self-help books, magazines and TV programs about this thematic, especially those addressed to youth. Taking this cultural context as reference, under the perspectives of post-structuralist cultural studies and gender studies, this paper points to the challenges that are presented to educators, especially to those who (at school) show themselves willing to work with themes related to gender and sexuality under the point of view of vulnerability.