Health Education Strategies Related to Bacterial Resistance to Antibiotics

Abstract

Educational strategies have several potential for action that aim to promote discussion and reflection linked to knowledge. In this way, active methodologies promote dynamism in which the student is a central element of the process, and the Problem-Based Learning (PBL) methodology was used in this qualitative-descriptive research, whose general objective was to health education actions on the problem of antibiotic therapy aimed at students of the high school. Therefore, a didactic sequence (DS) was organized to address the microbiology contents necessary for the construction of knowledge about this problem, using different pedagogical strategies. The productions were used in the culmination to the school community and held in the form of a lecture at the last moment of the DS. The mediations were documented through different records and the proposition of reflections about some data according to socio-interactionist theory summarizes the interventions carried out. In view of this, it was found that the problematizing approach contributed to dealing with the theme applied to microbiology contents, associated with the problem of bacterial resistance resulting from the misuse of antibiotics in the school environment. It is believed that this pedagogical action of health education can promote in the students constant actions of science in the social sphere.