Participatory methodology with educators: preventing psychoactive drugs\' use on school institution

Author(s)

Jaqueline Queiroz de Macedo

• Document type: Doctoral Thesis
• Press: Ribeirão Preto.
• Institution: Universidade de São Paulo (USP). Escola de Enfermagem de Ribeirão Preto (PCARP/BC)
• Defense date: 2015-06-29

Examining board members

Margarita Antonia Villar Luis; Sonia Maria Villela Bueno; Maria Inês Gandolfo Conceição; Zila van Der Meer Sanchez Dutenhefner; Luiza Akiko Komura Hoga

• Advisor: Margarita Antonia Villar Luis

Abstract

Due to children and adolescents drug use\'s phenomenon, preventive actions in schools have been subject of several studies and programs in order to find viable strategies for its application. The proximity and interaction of teachers with students cause their consideration as responsible for discussing about drugs at school, what is happening through few actions, in which the topic has been approached superficially. Therefore, this study aims to comprehend and explain the elements that affect the educators\' conceptions and influence the preventive actions on drug use at school. According to the critical paradigm, we have performed a qualitative research with 17 teachers of a public school as participants. We have collected data from: fieldwork through participant observation and written field notes; semi-structured and audio recorded interviews; and focus group discussions based on problem solving methodology aided with a vignette. In the process of analysis we have used the thematic modality to interpret data according to the humanist paradigm combined with health promotion. During all this study, we have followed the ethical requirements for research on human subjects. Here we present the results in five categories organized into three main themes that show the conscientization\'s levels of teachers about the existence of drug at school and its prevention. The first theme, \"Experienced reality leads to disbelief\" addresses the state of consciousness\' intransitivity, which is common in a situation of educator\'s immersion and adaptation with a circumstance. The second theme, \"Reasons to no involvement\" refers to the next stage of consciousness, in which the teacher takes a naive perception of the causes that justify involvement of students with drugs. In addition, the third theme, \"Students\' preventive possibilities reveal hope\" is grounded on the concept of possibility. We conclude that the problem is being transferred, which can be the student-problem or the problem of carrying out actions to prevent drug use. And the drug use prevention relates to how teacher and student realize themselves in their relationship: if as objects, there is between them one oppressive situation that undermines the actions\' effectiveness; on the other hand, as human beings, the relationship between teacher and student enables dialogue and respect, which are necessary to practice prevention and provide opportunities to develop a critical autonomy (AU)

• FAPESP's process: 12/21109-8 - Participatory methodology with educators: prevention to drug abuse in school
• Grantee: Jaqueline Queiroz de Macedo
• Support Opportunities: Scholarships in Brazil - Doctorate