IMPLEMENTATION OF EDUCATIO=
NAL
TECHNOLOGIES ON EMERGENCIES AND PUBLIC CALAMITIES FOR STUDENTS IN RISK
TERRITORY
IMPLANTAÇÃO DE TECNOLOGIAS EDUCATIVAS
SOBRE EMERGÊNCIAS E CALAMIDADES PÚBLICAS PARA DISCENTES EM TERRITÓRIO DE RI=
SCO
Karen
Silva de Castro[1]
* Lauany Silva
de Medeiros[2]
* Nayara Fernanda Alves Moreira[3]
Caio
Heitor Vieira Melo[4]
* Amanda Ouriques de Gouveia[5]
* Daniele Lima dos Anjos Reis[6]
Valeria
Regina Cavalcante dos Santos[7]
* Carmem Lúcia de Araújo Paes<=
/span>[8]
Abstract
: To report the use of educational technologies aimed at health education on the <=
span
class=3DSpellE>issue of Emergencies and =
Public Disasters in a region of =
danger. Methodology: The =
research is a descriptive=
experience report on the =
construction and implementation<=
/span> of educational technologies,=
in 05 stages with 04 classes of elemen=
tary, middle and higher education in the lake region of the Tucuru=
í Hydroelectric Plant. Results: About 122 students aged 11 to 23 years old were trained, through the use of urban models and realistic simulations. It was found that the adoption o=
f playful technologies is o=
ne of the facilitating strategies t=
hat places the student at the=
center of the teaching-learning process=
, watching the teacher-student relationship and the act =
of educating. Conclusion: Therefore , it is necessary to build strategies to disseminate=
this topic in an easy, agile and comprehensive w=
ay to communities living in risky areas, and health education is recommended =
that contributes to the effectiveness=
of such proposal in favor of=
life.
Keywords: Educational
Technology; Health Education; Emergency
Care; Natural Disasters.
Resumo
Objetivo: Relatar o uso de tecnologias educativ=
as
direcionadas à educação em saúde
sobre a problemática de Emergências<=
span
style=3D'letter-spacing:-.55pt'> e Calamidades Públicas
em uma região de perigo.
Metodologia: A pesquisa trata-se de um relato de experiência de cunho descr=
itivo
sobre a construção e implementação de tecnologias educativas, em 05 etapas =
com
04 turmas do ensino fundamental, médio e superior da região do lago da Usina
Hidrelétrica de Tucuruí. Resultados: Foram capacitados cerca de 122 alunos =
com
faixa etária de 11 a 23 anos de idade, através da utilização de maquetes
urbanísticas e simulações realísticas. Averiguou-se que a adoção das
tecnologias lúdicas é uma das estratégias facilitadora que coloca o discent=
e no
centro do processo de ensino-aprendizagem, assistindo à relação professor-a=
luno
e o ato de educar. Conclusão: Portanto, faz-se necessária a construção de
estratégias para divulgação desse tema de modo fácil, ágil e abrangente as<=
span
style=3D'letter-spacing:-1.65pt'> comunidades que vivem em territóri=
o de
risco, sendo recomendada uma educação em saúde que contribua na efetividade=
de
tal proposta em prol da qualidade de vida.
Palavras-Chave: Tec=
nologia
Educacional; Educação em Saúde; Atendimento de Emergência; Desastres Natura=
is.
INTRODUCTION
The Civil Defense (DF) defines emergency =
and
public calamity as the legal recognition, by the affected municipality, of =
an
abnormal situation caused by disasters, which result in bearable damage for=
the
community and contribute to the beginning of danger to the lives of the
inhabitants. In view of this, it is important to emphasize the effective
performance of DC bodies, Health, Public Safety, Planning and Construction
Departments, and also of society itself, which must be prepared for disaster
situations. In Brazil, to support the three spheres of government, there is=
the
National Force of the Unified Health System (FN-SUS), created through
Presidential Decree No. 7.616, of November 17, 2011 and regulated in the
Unified Health System ( SUS), through Ministerial Ordinance GM/MS No. 2.952=
, of
December 14, 2011, which provides for the Declaration of Emergency in Public
Health of National Importance – ESPIN, and urgent demands for measures of
prevention, risk containment, damage and harm to health (1).
From this perspective, natural storms suc=
h as
terrorism, landslides, tsunamis and other threats have become frequent in
recent decades. Thus, it is essential to build defined and clarified disast=
er
plans, which can cover the control and maintenance of vital sectors of the
community, such as hospitals and health services, as well as define the loc=
al
capacity to provide that there is an adhesion of the population. In the
meantime, the occurrences of the aforementioned events in public health
significantly contribute to morbidity and mortality in the world, requiring
governments to improve their preparedness and response capacity, as social,
economic and environmental vulnerability increases the risk of impact on hu=
man
health (2).
From this, it is considered necessary to
build strategies that will implement the disclosure of these situations in =
an
easy, agile and comprehensive way, so that the communities may have knowledge about the risk fa=
ctors
that culminate in disasters. Thus, health professionals, when applying heal=
th
education, use health technologies, which, according to the World Health
Organization (WHO), refers to the application of all knowledge in forms of
devices and systems that contribute to the effectiveness and applicability =
of
procedures for the quality of life and well-being of individuals. Furthermo=
re,
it is understood that these tools are essential for the promotion of scient=
ific
and technological advances, since these equipment are
essential in the provision of services, in addition to facilitating the
communication process and consequently innovating the educational sphere,
through the adoption of educational technologies associated with health
education (3).
methodology
This is an experience report of a descrip=
tive
nature, about the use of an urban model, dummies and rescue equipment in Fi=
rst
Aid (PS), as educational technologies on measures and conducts for basic li=
fe
support, during a situation of emergency and public calamity, aimed at trai=
ning
children and adolescents. Therefore, the research in question took place wi=
th 4
classes, 2 from elementary school, 1 from high school and 1 from higher
education, which represent instances of the public education network in the
city of Tucuruí-Pa.
Thus, the criterion adopted for choosing =
the
sample was convenience, considering the public already regularly enrolled in
both institutions, estimating about 122 students, including 75 from element=
ary
school, 35 from high school and 12 from higher education, aged between 11 a=
nd
23 years. Thus, it was possible to cover a very diverse population of child=
ren,
youth and adults, considering the action considered the performance and sch=
ool
interaction of each of the stakeholders. Regarding the application of
technology, it was done between classes, in the morning, from 9:45 am to 10=
:15
am, during the month of November 2019.
From this, it is important to emphasize t=
hat
the search took place in 5 stages, considering that in the first one a
bibliographic search was carried out, through the search platforms Scielo,
Academic Google, PubMed, Lilacs, where the descriptors "educational
technology" were indexed, “health education”, “emergency care” and
“natural disasters”, in order to support the training classes and awaken id=
eas
for educational technologies.
Therefore, in the development of a tool to
facilitate learning, the corpus of the active methodology is constituted, w=
ith
a didactic approach, which, according to Oliveira (1999) (6), allows the
researcher to describe the type of problem, risks and benefits, as well as =
the
solution hypotheses, in order to associate determinant variables, present p=
roposals
for changes or formation of opinions of social groups. In the case of this
study, it refers to students from different educational levels.
Thus, the second stage was carried out, w=
ith
the elaboration of pedagogical proposals, according to each grade, aiming to
stimulate the individual, in relation to the theme and activities developed,
which were placed by the academic team and chosen by open voting. In the th=
ird
phase, the materials needed to make the model were collected, such as
rectangular Styrofoam board (size 10mm, width 100x50mm and thickness 1.5 cm=
),
modeling clay, acrylic paint, flat brush, wooden toothpick, porous pen, whi=
te
glue, cardboard sheet and illustrative toys, with this, the production of t=
he
technologies itself took place in 5 days of production.
Then, with the beginning of the fourth st=
age
in order to implement the instruments, first there was a traditional
presentation to the students, who were interested in ascertaining the
sociocultural knowledge they held on the aforementioned subject, as the
technologies would both provide this knowledge and improve the experiences =
of
an emergency and public calamity situation.
Afterwards, a realistic simulative scenar=
io
was performed, with the use of pediatric and adult cardiopulmonary resuscit=
ation
mannequins, manual resuscitator, board stretcher, cervical collar, cushion =
and
OS materials. Finally, the participants were asked through oral questions a=
bout
which teaching approach most optimized their study and evaluated the potent=
ial
for understanding that active activities provided, that is, the real import=
ance
of playful-didactic innovations.
RESULTS AND DISCUSSION
The use of playful technologies in active
methodology is one of the strategies that allows the student to have a comp=
rehensive
understanding, placing it at the center of the teaching-learning process,
facilitating experiences related to the act of educating. Thus, the applica=
tion
of this method supports the adaptation of teaching techniques for assistanc=
e,
provision of assistance and security for an emergency or public calamities,
such as natural disasters in risky territories. In this way, it makes the
practice of teaching and understanding a subject not just another obligatio=
n,
because with these inventions, learning becomes fun and pleasurable, being =
two
essential factors in capturing knowledge more quickly and effectively =
(7).
With reference to the main results of this
report, it is noteworthy that a sample of 122 students participated in the
training, with a total of 84 females and 38 males, including children (11 t=
o 12
years old), young people (13 to 17 years old) and adults (18 to 24 years ol=
d)
and that the parents/guardians, of minors, consented to participate through
explanations about the disclosure of the aforementioned data. In this sense,
during the course of classes, students were categorized by age, to adapt the
mode of speech and methods and learning, a priori a teaching plan was prepa=
red
with the guiding topics of the theme, as well as accessible technology for =
key
moments of training.
Regarding the resources used, these were
diversified between multimedia (slides, videos and photographic images);
dynamics (question-answers and games of “errors” present in the model, which
represented scenes of danger in a tragedy) and simulations (CPR, plank,
fracture immobilization, mechanical ventilation and rescue in a risk zone).=
At the end of the action, technologies we=
re
noted as catalysts for the understanding of the lectures, as their validati=
on
was measured qualitatively, according to the degree of knowledge of the
students at the beginning and end of the explanation, in addition to the fa=
ct
that the participant was invited to rate them between good, regular and bad,
being able to remove doubts at any time and express with their words if the
speech of the speakers was of easy, medium or difficult to understand.
Regarding the limitations found by the st=
udy,
the adaptation in handling the new methodologies is stated; the difficulty =
in
finding studies that point to the creation of new technologies in the field=
of
rescue in natural disasters, the search to guide students about the true im=
portance
of training provided voluntarily and the readaptation of the same content f=
or
target audiences.
Therefore, considering that the implement=
ation
of new learning mechanisms is essential for the improvement of the permanent
health education team, enabling the student to develop neuromotor skills th=
at
encourage an assessment of a safe scene and a quick response in solving the
dangerous situation.
In general, the creation of technologies =
in
this educational work must be evaluated by 3 main aspects: 1°) The approach
with the child audience; 2°) The approach with the adolescent public and 3°)
The approach with the adult public.
Technologies need to be evaluated through
their details, both positive and negative, so that their efficiency is prov=
en
and, in this way, their objective achieved. With regard to educational
technologies, this analysis should focus on the characters of teaching, tea=
cher
and student, and how information is passed between the two, in this conject=
ure,
technology assumes the catalyzing function, that is, it facilitates and
accelerates the understanding of topics covered (8).
With regard to early childhood education,
this association of the teaching-learning process with technologies needs t=
o be
detailed, given that innovations need to catch the attention of children,
encouraging them to inquire about the content covered, which Gardner (2015)
proves) (9):
Creativity is in knowing=
how
to use the available information, in making decisions, in going beyond what=
has
been learned, above all, in knowing how to take advantage of any stimulus f=
rom
the environment to generate alternatives in solving problems and in the pur=
suit
of quality of life (9).
Taking this into account and assuming that
none of the children knew how to proceed in emergency situations and public
calamities, the training was started, based on the "Manual for the dec=
ree
of emergency situation or state of public calamity", published by Mini=
stry
of National Integration (10).
Thus, first, the urban model was presented
with the traditional methodology, in which the main types of occurrences th=
at
generate catastrophic situations were presented, and at this time, emphasis=
was
given to key points that may occur in the region, such as for example: dam
rupture, acute myocardial infarction, choking, among other situations =
(11).
Subsequently, the second stage of teaching
was started with a cognitive approach, which sought to offer rewards for th=
ose
who knew what should be done and acted in each disaster situation. This met=
hod
was developed through realistic classroom simulations with the classmates
themselves (12).
Thus, it was noticed that the public does=
not
show differences in learning when associated with everyday themes, however,
there was better acceptance of children when technologies and methodologies
need interaction, because these technologies simulate games. However, it is
noteworthy that in this type of methodology there was a mess in the classro=
om,
which Bollela and Cezaretti (2017) (13) call “controlled disorde=
r”
and affirm as being positive.
Teachers must accept a
certain “controlled disorder” in the classroom, while students learn from e=
ach
other in discussions and resolution of proposed tasks/problems; despite hav=
ing
less visibility in the inverted classroom (13).
According to Pratta and Santos (2017)
Thus, the humanist approach in the form o=
f an
inverted room was chosen as the teaching methodology. Such teaching structu=
re
privileges the aspects of the student's personality so that education becom=
es
active, generating space for questioning. So, first, a round of conversation
was started, showing situations of calamities and emergencies, asking them =
what
they would do in these situations, motivating them to use their imagination.
Later, the room was divided into groups and training stations were held with
themes of calamities and emergencies that can occur in daily life, where fi=
rst
aid procedures were taught and what should be done in each situation (=
15).
=
In
this sense, the public's eagerness in the proposed activities was noticeabl=
e,
as everyone actively participated in the entire learning process, demonstra=
ting
adherence to the content. Proving that it is essential to approach active
technologies and methodologies in schools. However, it is important to
emphasize that when working with teenagers, there is the best time to apply=
the
practical class, as the student must previously have a theoretical basis on=
the
subject, so with practice he will create a line of reasoning between litera=
ture
and application in real situations. According to Gonçalves (2015) (16)=
:
Technological devices se=
rve
to bridge the gap between theory and practice, respectively, not just being=
a
form of entertainment to expend children's energies, but a means that contr=
ibutes
to intellectual development (16).
Talking about methodological approaches f=
or
teaching young adults in higher education for Esteves (2018) (17)
“is talking about the art of teaching and learning”, because, in recent yea=
rs,
a series of events have occurred, such as the use of active methodologies, =
the
organization and interdisciplinary content that transformed this level of e=
ducation,
making it unique and different from others.
Thus, considering that university students
have a greater theoretical basis, they used the cognitive methodology to
investigate the paths taken for them to reach a solution to the problem and
thus build their own knowledge. For this, the teaching process was divided =
into
two main moments.
The first was held in the classroom where=
the
urban model was exposed, however, different from the way it was used with
children, situations were placed that they would have to solve with
professionals, thus instigating their critical-reflective thinking. Then, a
real simulation was performed in partnership with the Emergency Care Unit (=
UPA)
outside the university, thus placing them in an imitation of emergency and
public calamity as real as possible.
It is understood that education is a
construction procedure that requires time and effort, in this bias, during =
the
course of training, it was noticed that university students became more
involved in the lessons, thus, gradually, more participation in classes beg=
an
to emerge, which allowed an exchange of experiences between the participants
and the speakers, which resulted in the simulation approaching reality. In =
this
context, the public's eagerness during the performance of imposed practices=
was
noticeable, as everyone actively participated in the learning process,
demonstrating adherence to the content (18).
<=
/span>FINAL
CONSIDERATIONS
In summary, educational technologies are
extremely important to promote communication and understanding between the
community and health professionals, as it encompasses care for the quality =
of
life and human needs of individuals. In addition, it becomes an essential t=
ool
for a comprehensive and effective health education, in a holistic way in wh=
ich
the main approach refers to the integration of teaching-service, providing a
reformulation of the way of learning.
From this, this process of construction of
health actions, collaborate to demystify a series of situations, in additio=
n to
promoting and enabling individuals to take the necessary interventions on a
specific issue or problem, for example, in situations of calamities, infect=
ious
diseases and others illnesses, sharpening the critical-reflective sense of =
each
individual.
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Submission: 2021-02-16
Approval: 2021-07-13
[1]=
Graduanda em
Enfermagem pela Universidade do Estado do Pará (UEPA). Universidade do Esta=
do
do Pará-UEPA. E-mail: silvakaren2021@gmail.com
[2]=
Graduanda em
Enfermagem pela Universidade do Estado do Pará (UEPA). Universidade do Esta=
do
do Pará-UEPA. E-mail: lauanymedeiiros@gmail.com
[3]=
Graduanda em
Enfermagem pela Universidade do Estado do Pará (UEPA). Universidade do Esta=
do
do Pará-UEPA. E-mail: nfernandamoreira@gmail.com
[4]=
Graduanda em
Enfermagem pela Universidade do Estado do Pará (UEPA). Universidade do Esta=
do
do Pará-UEPA. E-mail: caioheitor758@gmail.com
[5]= Graduação em Enfermagem. Pós-graduação em Saúde= Mental com Abordagem Psicossocial. Pós-graduação em Gestão e Saúde Amazônica. Fund= ação Santa Casa de Misericórdia do Pará. E-mail: enf.amandaouriques@hotmail.com<= o:p>
[6]=
Graduação em
Enfermagem. Mestrado em Ensino em Saúde da Amazônia. Universidade do Estado=
do
Pará e Faculdade de Teologia, Filosofia e Ciências Humanas Gamaliel.
E-mail: anjo.daniele@hotmail.com
[7]=
Graduação em
Farmácia. Mestrado em Saúde, Sociedade e Endemias na Amazônia pela Universi=
dade
Federal do Amazonas e Doutorado em Medicina Tropical pela Fundação Oswaldo =
Cruz.
Pós-graduação em Gestão e Saúde Amazônica. Fundação Santa Casa de Misericór=
dia
do Pará. E-mail: valregsantos@hotmail.com
[8]=
Graduação em=
Enfermagem
e Obstetrícia. Pós-graduação em Gestão e Saúde Amazônica. Instituição: Fund=
ação
Santa Casa de Misericórdia do Pará. E-mail: carmenaraujopaes@gmail.com
=
ORIGINAL ARTICLE
=
ORIGINAL ARTICLE