HEALTH EDUCATION IN THE EARLY YEARS OF ELEMENTARY SCHOOL: TEACHERS’ CONCEPTIONS AND CLASSROOM PRACTICES

Abstract

Health education constitutes a relevant axis for comprehensive education in the early years of elementary school, especially within the school context. This study aimed to analyze early-years teachers’ conceptions of Health Education and to understand how health-related themes are developed in classroom practices. This is a qualitative study with an exploratory and descriptive design, characterized as field research. The study was conducted in a state public school located in a peripheral area of a medium-sized municipality in Rio Grande do Sul, Brazil. Eight female teachers working from the 1st to the 5th grade of elementary school participated in the study and were intentionally selected. Data collection was carried out through semi-structured interviews conducted in the school setting. Data were analyzed using Content Analysis. The results indicate a predominance of health conceptions centered on physical and mental dimensions, with limited consideration of socio-environmental, collective, and cultural factors. Regarding pedagogical practices, health-related topics are mainly addressed through hygienist, preventive, and prescriptive approaches, emphasizing hygiene habits, nutrition, and bodily care. It is concluded that, although teachers recognize the relevance of Health Education, their conceptions and practices remain limited, highlighting the need for formative processes that promote more critical, comprehensive, and interdisciplinary approaches in the school context.