Gender perspectives and health literacy proficiencies of In-school adolescents in Osun State, Nigeria

Health literacy proficiency has been linked with positive adolescent health outcomes. Strategies aimed towards improving health literacy have been suggested as a major way of achieving adolescent health and wellbeing. Previous research has identified a nexus between socio-demographics, education and health literacy proficiency. This study therefore, explores existing relationships between gender, socio-economic class and the health literacy proficiency levels of in-school adolescents in Osun State.Mixed method involving questionnaire survey and Focus group discussion were used to obtain data from 1,200 randomly selected in-school adolescents from 12 high schools in Osun State, Nigeria. The survey instrument was an adaptation of the electronic health literacy scale (eHEALS). Results show only 1,186 (98.8%) questionnaire were found analysable. Mean age of respondents was 15 + 0.6 with 616(51.1%) being female. Overall health literacy proficiency was low with only 447(37.7%) having a high level of health literacy proficiency. Quantitative survey shows that both gender and socio-economic background have negative statistically significant relationship with health literacy proficiency. Similarly, FGD revealed that females generally have lower health literacy proficiency when compared with males. The study concludes that gender based interventions for female adolescents could reduce health and educational disparities which will contribute to the achievement of Sustainable Development Goals 3, 4 and 5.

A inclusão, a escola e a subjetivação docente: analisando o contexto do município do rio grande 1 / Inclusion, school and teaching subjectivity: analyzing the context of rio grande city

RESUMO: Há uma proliferação discursiva da inclusão como algo ético e benevolente, especialmente, nos discursos educacionais. Fundamentadas no pós-estruturalismo, notamos como os jogos de saber-poder-verdade instituem regimes discursivos que constrangem os indivíduos a agirem de determinados modos, constituindo subjetividades. Objetivamos analisar os discursos acerca da inclusão escolar e perceber como eles vêm produzindo formas de ser professor. A partir da aplicação de questionários a formandos de cursos de licenciatura e professores da Educação Básica, foi possível perceber que: a) o papel atribuído à escola, muitas vezes, se resume aos processos de socialização e à adequação física e material do espaço e; b) o papel do professor é descrito a partir do que denominamos subjetividades docentes contemporâneas, traduzidas em um sujeito docente, moral, mediador e responsável pelo sucesso/fracasso da inclusão. Assim, percebemos que esses discursos constituem subjetividades docentes contemporâneas que se curvam ao pressuposto da inclusão como um imperativo de Estado.

ABSTRACT: There is a discursive proliferation of school inclusion as something ethical and benevolent, especially in educational speeches. Based on post-structuralism, we note how the relation between knowledge-power-truth establishing discursive regimes that constrain individuals to act in certain subjective ways. Thus, we aimed to analyze the discourses about school inclusion and to understand how they have produced ways of being a teacher. The work uses the application of the questionnaires to graduates from degree courses and teachers of Basic Education. The results have revealed that: a) the role assigned to school often comes down to the socialization processes and physical and material appropriateness of space and; b) the teacher's role is described from what we call contemporary teaching subjectivity, translated into a moral teacher, mediator and responsible for the success/failure of school inclusion. Therefore, we realize that these speeches are contemporary teaching subjectivity who bow to the inclusion assumption as a State imperative.