Perspectives for the construction and applicability of the situational diagnosis of educational practices used in the school context as a way of transmitting knowledge for the prevention and coping with arboviruses

Abstract

Introduction: In recent years, there has been an increase in cases of diseases transmitted by arboviruses (arboviruses) in tropical regions. In this scenario marked by the growing risk of these diseases, schools are assuming a fundamental role in the prevention, control and confrontation of these diseases. Thus, many schools have been developing new educational practices focused on the theme of arboviruses. In this context, the situational diagnosis (SD) of arbovirus education in schools is an important tool for data collection, treatment and analysis, ensuring subsequent planning for the effectiveness of future actions. This article aims to present the construction of a tool for diagnosing the teaching-learning situation related to arboviruses in the school context. Methodology: The SD will be divided into two stages: the first stage approaches the approximation with the school's profile and activities already carried out with a learning objective related to arboviruses.  The second stage of the diagnosis consists of knowing possible scenarios in the school environment. Results: Based on the information collected, the situational diagnosis allows the identification of the school's strengths, those aspects that work well and contribute to the success of the students. On the other hand, it is also possible to detect the weak points, the areas that need to be improved to ensure quality education. Considerations: the situational diagnosis of educational practices for arboviruses in schools is an essential tool to strengthen health education and contribute to the prevention and control of these diseases. Through the evaluation of existing practices, it is possible to identify points of improvement and develop effective actions to protect the health of students and the school community.