Conhecimento de escolares acerca de pessoa com deficiência: jogo de labirinto na promoção da saúde [Schoolchildren’s knowledge about disabled people: labyrinth game in health promotion]
DOI:
https://doi.org/10.12957/reuerj.2015.10611Keywords:
Enfermagem, educação em saúde, jogos e brinquedos, pessoas com deficiência [Nursing, health education, play and games, disabled persons] [Enfermería, educación en salud, juego y juguetes, personas con discapacidad]Abstract
Estudo transversal, de abordagem quantitativa, que objetivou verificar o conhecimento de escolares antes e após aplicação do jogo de labirinto acerca de pessoa com deficiência. Participaram do estudo 94 escolares do nono ano do ensino fundamental, de escolas públicas e particulares, em duas cidades do Ceará, no segundo semestre de 2013. Aplicou-se jogo educativo, com pré e pós-teste para avaliar o conhecimento dos escolares. Os resultados evidenciaram que após o jogo houve aumento do percentual de acertos, com significância estatística nas escolas públicas (p<0,0001) e particulares (p=0,001), gêneros feminino (p<0,0001) e masculino (p=0,004), faixas etárias de 13-14 anos (p<0,0001) e 15-17 anos (p=0,003). Conclui-se que houve apreensão do conhecimento acerca do tema abordado. A inclusão da pessoa com deficiência deve ser uma temática frequentemente discutida no âmbito escolar, com vistas à sensibilização do estudante para criar e participar da escola inclusiva ideal.
ABSTRACT
This quantitative, cross-sectional study examined schoolchildren’s knowledge about disabled people before and after application of a labyrinth game. The study participants were 94 ninth-year middle school students at public and private schools in two towns in Ceará State, in the second semester of 2013. Students’ knowledge was assessed by applying an educational game, with pre- and post-testing. The results showed that, after the game, the percentage of correct answers increased, with statistical significance at the public (p<0.0001) and private schools (p=0.001), among girls (p<0.0001) and boys (p=0.004), and in the 13-14 year (p<0.0001) and 15-17 year (p=0.003) age groups. It was concluded that the students gained knowledge on the subject addressed. The subject of inclusion for disabled people should be discussed frequently in the school context, with a view to making students receptive to creating, and participating in, the ideal inclusive school.
RESUMEN
Estudio trasversal, de abordaje cuantitativo, cuyo objetivo fue verificar el conocimiento de escolares antes y después de la aplicación del juego de laberinto sobre persona con discapacidad. Participaron del estudio 94 estudiantes del tercer año de secundaria de escuelas públicas y particulares en dos ciudades de Ceará, en el segundo semestre de 2013. Se aplicó un juego educativo, con pre y post-prueba para evaluar el conocimiento de los escolares. Los resultados evidenciaron que, después del juego, aumentó el porcentaje de aciertos, con significancia estadística en las escuelas públicas (p<0,0001) y particulares (p=0,001), sexos femenino (p<0,0001) y masculino (p=0,004) grupos de edad de 13-14 años (p<0,0001) y 15-17 años (p=0,003). Se concluye que los alumnos adquirieron conocimientos sobre el tema abordado. La inclusión de la persona con discapacidad debe ser un tema frecuentemente discutido en el contexto escolar, con vistas a la sensibilización del estudiante para crear y participar de la escuela inclusiva ideal.
DOI: http://dx.doi.org/10.12957/reuerj.2015.10611
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