ABSTRACT
Introducción: Las competencias en salud que deben adquirir los alumnos en su paso obligatorio por la escuela están por precisar y definir. Objetivo: Definir qué competencias en salud deben adquirir los ciudadanos en la escuela y comprobar hasta qué punto las propuestas curriculares ministeriales las tienen en cuenta. Métodos: Para conseguir el primer objetivo se ha llevado a cabo un estudio cualitativo en tres fases: 1) identificación de los problemas/situaciones de salud que debe conocer el alumnado y propuesta de desarrollo de competencias, 2) estudio Delphi para consensuar la propuesta de competencias para cada problema/situación de salud y 3) reunión de expertos para consensuar los resultados obtenidos por el método Delphi. Para el segundo objetivo se ha realizado un análisis del contenido del currículo de la educación obligatoria. Resultados: Se establecieron 8 ámbitos de salud a tratar en la escuela: adicciones, alimentación y actividad física, sexualidad, salud mental y emocional, medio ambiente, accidentes, higiene y promoción de la salud, y los problemas relacionados con cada uno de ellos. Se definió la competencia en salud y las subcompetencias para cada ámbito. Asimismo, se concretaron los contenidos de aprendizaje necesarios para desarrollar cada competencia. En el análisis curricular se detectaron carencias en las propuestas ministeriales. Conclusiones: Resulta necesario ofrecer una propuesta de competencias en salud a desarrollar durante la educación obligatoria, como la presentada, desglosada en lo que el alumnado debe saber, saber hacer y saber ser y estar, que sirva de referencia a los educadores en su toma de decisiones para planificar la enseñanza y elegir actividades aplicables en situaciones y contextos diversos(AU)
Introduction: Health competencies to be acquired by the students through Compulsory Education are yet to be defined. Objective: To define the health competencies that citizens must acquire at school and check to what extent ministerial curricular proposals take them into account. Methods: To accomplish the first objective, a qualitative study in three phases has been carried out: 1) Identification of health problems/situations that should be known by the students and a proposal for the development of competencies; 2) Delphi study to reach consensus in relation to the proposals of competencies for each health problem/situation; and 3) a meeting of experts to establish agreements on the results obtained by the Delphi method. For the second objective, an analysis of the contents of the curriculum of compulsory education is made. Results: Eight areas of Health to be addressed in school were defined: Addictions, Food and Physical Activity, Sexuality, Mental and Emotional Health, Environment, Accidents, Hygiene and Health Promotion, and the problems related to each one. Health Competency was defined and the Sub-competencies for each area. The necessary learning contents to develop each competency were specified; and deficiencies were detected in the ministerial proposals of the curriculum. Conclusions: It is necessary to offer a proposal of health competencies to be developed during Compulsory Education, as presented in this paper -considering what students must know, know how to do and know how to be-, that serves as a reference for educators in decision making to plan teaching and choose activities that can be applicable in diverse situations and contexts(AU)
Subject(s)
Humans , School Health Services , Competency-Based Education , Health Literacy , Health PromotionABSTRACT
BACKGROUND: The school manual or textbook is the educational tool most used by the teaching staff. This study is aimed as ascertaining how Education for Health is dealt with in Primary and Secondary school textbooks, which is of utmost importance as regards finding out how they are implemented in the classroom, as well as setting out some points for thought for the authors and editors of these texts and for the teaching staff and healthcare personnel providing assistance to the schools. METHOD: A total of 297 textbooks were analyzed, 123 of which were used at the Primary level, 149 at the Compulsory Secondary level and 25 at the Higher Secondary level. This study deals with five aspects: 1) Presence or absence of Education for Health 2) Health-related topics included 3) Degree of health covered 4) Included in the subject or dealt with on a transversal basis and 5) Methodological aspects. A number of criteria for analysis have been defined for each one of these aspects which will make it possible to consider the degree to which they are covered. RESULTS: Sixty-three percent of the books analyzed included topics related to Education for Health. The topics dealt with most were related to matters of hygiene (39.5%), followed by eating (26.5%). The health-related concept most often dealt with is that of being disease-free (36.9%) and a state of well-being (20%). Somewhat over half of the textbooks dealing with health provide learning activities, although only in certain isolated cases (57.7%). The methodology most often used is informative explanation (32.4%) without dealing with the procedure-related contents or attitude-related criteria. CONCLUSIONS: The current school manuals are not sufficient either as a point of reference or as an adequate resource in order for the teaching staff to provide Education for Health in the classroom, as they do not place sufficient emphasis thereon despite its being considered a transversal subject, and when they indeed do so, the way in which they are oriented does not set attitudes or behaviors into motion.
Subject(s)
Health Education , Schools , Textbooks as Topic , Humans , SpainABSTRACT
Fundamento: El manual escolar, o libro de texto, es el instrumento educativo más utilizado por el profesorado. El objetivo de este trabajo es conocer cómo se contempla la Educación para la Salud en los textos de la enseñanza primaria y secundaria. Es de suma importancia para averiguar su implantación en las aulas, así como ofrecer puntos de reflexión para los autores y editores de los textos y para el profesorado y el personal sanitario que asiste a las escuelas. Método: El análisis se ha efectuado en 297 libros de texto, de los que 123 corresponden a la educación primaria, 149 a la secundaria obligatoria y 25 al bachillerato. El estudio atiende a cinco aspectos: 1) Presencia o ausencia de la Educación para la Salud; 2) Temas de salud considerados; 3) Nivel de salud que desarrollan; 4) Incardinación en la asignatura o tratamiento transversal, y 5) Aspectos metodológicos. Para cada uno de estos aspectos se han definido una serie de criterios de análisis que permiten contemplar su nivel de desarrollo. Resultados: El 63 por ciento de los libros analizados presentan temas relativos a la Educación para la Salud. Los temas más tratados se refieren a cuestiones de higiene (39,5 por ciento), seguidos de la alimentación (26,5 por ciento). El concepto de salud más presente es el de ausencia de enfermedad (36,9 por ciento) y el de estado de bienestar (20 por ciento). Algo más de la mitad de los textos que tratan la salud ofrecen actividades de aprendizaje, aunque puntuales y aisladas (57,7 por ciento). La metodología que más utilizan es la exposición informativa (32,4 por ciento), sin atender a los contenidos procedimentales ni a criterios actitudinales. Conclusiones: Los actuales manuales escolares no constituyen un referente suficiente ni un recurso adecuado para que el profesorado desarrolle la Educación para la Salud en el aula, ya que no le prestan atención suficiente, a pesar de ser considerada materia transversal y, cuando lo hacen, sus orientaciones no movilizan actitudes y conductas (AU)
Background: The school manual or textbook is the educational tool most used by the teaching staff. This study is aimed as ascertaining how Education for Health is dealt with in Primary and Secondary school textbooks, which is of utmost importance as regards finding out how they are implemented in the classroom, as well as setting out some points for thought for the authors and editors of these texts and for the teaching staff and healthcare personnel providing assistance to the schools. Method: A total of 297 textbooks were analyzed, 123 of which were used at the Primary level, 149 at the Compulsory Secondary level and 25 at the Higher Secondary level. This study deals with five aspects: 1) Presence or absence of Education for Health 2) Health-related topics included 3) Degree of health covered 4) Included in the subject or dealt with on a transversal basis and 5) Methodological aspects. A number of criteria for analysis have been defined for each one of these aspects which will make it possible to consider the degree to which they are covered. Results: Sixty-three percent of the books analyzed included topics related to Education for Health. The topics dealt with most were related to matters of hygiene (39.5%), followed by eating (26.5%). The health-related concept most often dealt with is that of being disease-free (36.9%) and a state of well-being (20%). Somewhat over half of the textbooks dealing with health provide learning activities, although only in certain isolated cases (57.7%). The methodology most often used is informative explanation (32.4%) without dealing with the procedure-related contents or attitude-related criteria. Conclusions: The current school manuals are not sufficient either as a point of reference or as an adequate resource in order for the teaching staff to provide Education for Health in the classroom, as they do not place sufficient emphasis thereon despite its being considered a transversal subject, and when they indeed do so, the way in which they are oriented does not set attitudes or behaviors into motion (AU)
Subject(s)
Humans , Health Education , Schools , SpainABSTRACT
El presente artículo muestra la evolución de la escuela en su contribución a la Educación para la Salud. De la concepción tradicional de la salud, se pasa a una perspectiva holística que engloba las dimensiones física, psicológica y social y bajo estos principios se definen las características de la escuela saludable. La necesidad de abordar el concepto de 'transversal' ofrece a los centros escolares la posibilidad de desarrollar un gradiente de compromiso mayor en Educación para la Salud.Finalmente, la incorporación del concepto de promoción de la salud dibuja a la escuela promotora de salud, que intenta avanzar en la integración de los centros docentes en la sociedad donde se ubican (AU)
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