Participatory Intervention with Children and Teenagers in Need , Federal District , Brazil

1. Participatory Intervention with Children and Teenagers in Need,Federal District, Brazil Indyara de Araujo Morais StudentofPublic Health

2. Participatory Intervention with Children and Adolescents in Need. Federal District. Brazil • Indyara de Araujo Morais¹ • Antonio Cipriano Neto¹ • Emmanuel Garcia Nascimento¹ • Matheus Jacobina de Jesus¹ • Oscar Peixoto¹ • Olga Maria Ramalho de Albuquerque² • ¹ Graduate students in Public Health • ² Professor of Graduation Public Health and counselor of the project.

3. Introduction • Health Promotion • “Process of exchanging knowledge with the community to work on improving the quality of life and health, including greater participation in the control their health’s determinants.” (WHO, 1986)

4. Introduction • HealthPromotionActionMeans: • Build HealthyPublicPolicy; • Strengthening Community Action; • Creating Supportive Environments to Health; • Development of Personal Skills; • Reorient Health Services; • MovingIntothe Future. (WHO 1986)

5. Introduction • According to the Brazilian Statute of Children and Teenagers: “Child - people with up to twelve years incomplete Teenagers - people between twelve and eighteen years of age. It is the duty of the family, community, society in general and the public power to ensure, with absolute priority to put the rights concerning life, health, food, education, sports, leisure, professional training, culture, dignity , respect, freedom, and family life and community coexistence. “ (ECA , 1990)

6. Introduction • TheinstitutionCOSE - Education Advising Center Partner : • plays an important role in strengthening family life, which serves children, adolescents, adults and elderly community of low economic partner. • Offers various activities. • Its approach to health is the predominant socio environmental for all ages. But for children and adolescents the behavioral appears necessary.

7. Introduction COSE’sphotos. 2011.

8. Introduction "The actions taken at all levels of care, and treating and / or preventing diseases, intended also to promote child growth and development from the perspective of quality of life.”(Marciel et al 2010) “ Children have a different characteristic, they tend to "mirror" in adults.” (Assao 2007)

9. Objective • To identify the needs from the children and teenagers, along with the researchers, in order to determine possible interventions.

10. Methodology • Action research from Kurt Lewin. • The method of action research that has influence of the subject and investigator on the project. • Decisions about actions are taken collectively. • The dialogue between the researcher and the group establishes a relationship between the popular and scientific knowledge. There is an exchange of knowledge that ensures social sense in the production of knowledge and educational activities.

11. Methodology. Fig.01: Taguatinga, 25 km fromthe capital cityofBrazil. Font: Google maps, 2012

12. Methodology • There were 35 children and adolescents in the morning shift. • We made five visits to COSE. • 69% were boys and 31% were girls.

13. Methodology

14. Methodology

15. Methodology • We played games with the children on the first day, because according to literature what the child likes best is to play. "It is playing that they learn to deal with the serious: to live, think and understand situations that they are still so complicated" (Araújo, 1998) • After we talked to them, we asked them to draw what was health for themselves. • All subsequent meetings were planned according to what the children spoke on this first day.

16. Results • Truly what kids like to do most is play. But what teenagers and pre-teenagers most enjoy is to chat. • For them being healthy is: • Having friends • Taking care of water • Having ambulances • Having hospitals • A well cared environment • Helping friends • Going to the health center

17. Results • According to them is bad for children's health: • Dirt • Dust • Too much clean • High fatfoods • Drugs • Lack of hygiene • A lotofnoise • Tobacco • Do not play • Eating too much candy

18. Results • Identifyingneeds: Read morePerforming dramaStencil WorkshopSportsArtsStorytellingPlay trampolineComputer Room Video RoomForeign languageMoviesPerforming tripsSwimming lessonsPlay more

19. Results • Activities developed: • Joking node; • Drawing about health; • Game of musical chairs; • Jokes with balloons; • Jump rope; • Soccer game; • Basketball game; • Chess; • Domino game; • Checkers game; • Joke spelling; • Play dodgeball; • Films.

20. Results • Partnership and empowerment of the group members. • Building an environment of peace between them with the interaction of children and adolescents whom they did not know, despite spending half the day together.

21. Results * To be a singer, a dj, a doctor, a nurse, a journalist, a cop, a teacher, a gynecologist.

22. Results

23. Results • Relationship between researchersandresearched. • Develop an intervention with existing resources. • The biggest difficulty was the number of children and the variety of ages. • In our analysis group into children and adolescents evaluated that we can promote the union in the group.

24. Final Considerations • Including children as a partner in the development of joint intervention, the act of listening and involve them in decisions making, has contributed to its formation as a citizen through legitimating their voices and their perspectives. It helped them to develop an environment that meets their real needs.

25. Thanks for yourattention

26. Bibliography • MARCIEL, Ethel Leonor ; OLIVEIRA, Carla Braga ; FRECHIANI, Janaína Menezes ; SALES, Carolina Maia Martins ; BROTTO, Léia Damasceno de Aguiar ; ARAÚJO, Maristela Dalbello. Projeto Aprendendo Saúde na Escola: a experiência de repercussões positivas na qualidade de vida e determinantes da saúde de membros de uma comunidade escolar em Vitória, Espírito Santo. Ciências e Saúde Coletiva, Vitória, v. 15, n.2, p. 389-396, mar. 2010. • ASSAO, Tatiana Yuri. Percepções e práticas sobre alimentação infantil entre os educadores de creches públicas, São Paulo. 2007. 119 f. Dissertação (Mestrado em nutrição) – Faculdade de Saúde Pública, Universidade de São Paulo. São Paulo, 2007. • ARAÚJO, Rosana Palhares Zschaber. O brincar como recurso terapêutico. Cadernos de Terapia Ocupacional. Belo Horizonte, v. 8, n. 1, p. 01 a 116, outubro de 1998. • Estatuto da Criança e do Adolescente, Lei N° 8.069, de 13 de julho de 1990. • REIGADA, Carolina; REIS, Marilia Freitas de Campos Tozoni. Educação ambiental para crianças no ambiente urbano: uma proposta de pesquisa-ação. Ciênc. educ. (Bauru), Bauru, v. 10, n. 2, 2004 • BATISTA FREIRE, JOÃO; MARA LAGUNA SANTANA, GEISA.Relações sociais no desenvolvimento da imaginação por meio de jogos. Motriz,Rio Claro, v.13, n. 4, p.249-258, out./dez. 2007. • FRANCO, Maria Amélia Santoro. Pedagogia da pesquisa-ação. Educ. Pesqui. [online]. 2005, vol.31, n.3, pp. 483-502. ISSN 1517-9702.  doi: 10.1590/S1517-97022005000300011.