Percepção de adolescentes acerca de suas atividades de vida, trabalho e lazer

Abstract

RESUMO: Objetivou-se analisar a percepção de adolescentes acerca de suas atividades de vida, trabalho e lazer. Trata-se de pesquisa-ação desenvolvida em uma escola localizada na periferia de Fortaleza, Ceará, em 2011. Foram selecionados 25 adolescentes que responderam a um questionário, em entrevista, e participaram de uma oficina educativa, ambos abordando suas atividades cotidianas. Os resultados evidenciaram que os participantes convivem com a realidade do trabalho infantil, sem amparo legal e em situação de exploração. A busca pelo trabalho é motivada pela necessidade financeira de se manter e de auxiliar a família. As atividades de lazer concentram-se em festas noturnas e práticas esportivas de risco. Após a intervenção, os participantes reconheceram a importância do investimento profissional seguro e de atividades de lazer que não os exponham a riscos. Conclui-se que o uso do Modelo de Atividade de Vida permite a discussão e a reflexão dos adolescentes sobre trabalho, lazer e estudo. Palavras-Chave: Enfermagem; adolescência; educação em saúde; modelos de enfermagem. ABSTRACT: This action research study, to examine adolescents' perceptions of their living, working and playing activities, was carried out at a school on the periphery of Fortaleza, Ceará, Brazil. The 25 adolescents selected answered an interview questionnaire and participated in an educational workshop, both addressing their everyday activities. The results showed that child labor, without legal support and in situations of exploitation, is a reality in the participants' lives. Work is sought to meet the financial needs of supporting themselves and helping the family. Leisure activities consist primarily of night parties and extreme sports. After the intervention, the participants recognized the importance of safe professional investment and leisure activities that do not expose them to risk. It was concluded that the use of Models of Activities of Living enables teenagers to think and talk about work, leisure and study.

Cotidiano de cuidado de adolescentes com necessidades especiais de atenção à saúde

“…The adolescents reported, on the subject of body hygiene, the practice of the washing their hands and caring for their health, and considered clothing as a form of non-verbal language. (28) Adolescents also believe in the importance of adherence to medication, and that regular and correct use reduces hospitalizations. (26) On the subject of nutrition, the difficulties in diet control are highlighted, since meals are related to collective interaction, sociability and socioeconomic conditions.…”

Pesquisa-ação educativa no Facebook®: aliando lazer e aprendizado

“…The practice of leisure is pleasurable for the individual (12) , and it can help boost self-motivation, bring personal and social satisfaction and, consequently, improve quality of life (13) . Thus, leisure is permeated by recreational, free, and collectivist activities that can potentially reduce stress and promote self-knowledge and social inclusion.…”

“…Education for leisure seeks to teach individuals to spend their free time in a more positive manner, thus ensuring a full development process, based on a construction where they can expand their self-knowledge and their knowledge of leisure and relationships with life and with the social fabric (2,4,(9)(10)(11)(12) . Nothing would be more fitting than to consider leisure as an instrument of education since individuals who participate in leisure activities are also developing individually and socially (9)(10)(11) .…”

“…Nothing would be more fitting than to consider leisure as an instrument of education since individuals who participate in leisure activities are also developing individually and socially (9)(10)(11) . In this regard, technological developments have reconfigured leisure practices and educational strategies, and virtual tools have been used to guide the learning process in an enjoyable and timely manner (12)(13) . With regard to nursing, the demand for learning about leisure is unquestionable; however, scientific literature is scarce, showing a knowledge gap in this subject matter.…”

“…This demand led to the adoption of the educational assumptions of Paulo Freire, an internationally renowned Brazilian educational theorist, who introduced dialogical education as a form of freedom, autonomy, and emancipation (14)(15) . According to Freire (11)(12) , dialogical education must be based on reality and the direct involvement of students in order to incite epistemological curiosity. Thus, dialogical education is based on dialogue and part of the apprehension of reality; it is mediated by reflection and the introduction of a new transforming action (14)(15) .…”