Temas de saúde e o ensino de ciências e matemática: desenvolvimento e validação de unidade didática em curso de formação continuada autoinstrucional

Abstract

Health promotion in the school environment is a contemporary challenge that requires interdisciplinary and critical pedagogical practices. Although documents such as the BNCC (National Common Curricular Base) and the School Health Program (PSE) encourage the cross-cutting integration of this theme, there are gaps in teacher training and the effective implementation of such content, particularly in Science and Mathematics subjects.The general objective of this study was to develop and validate a didactic unit for a continuing education course aimed at promoting health within Science and Mathematics disciplines, targeting teachers in the Municipal Education Network of Fortaleza. The methodological research was structured in three stages, following the principles of Instructional Design: (1) analysis and planning based on a literature review and document analysis; (2) development of the educational technology with the participation of an interdisciplinary working group; (3) validation of the didactic unit’s content and appearance through the application of assessment instruments (IVCES and IVATES) by 14 expert judges.Data were analyzed statistically (CVI, CVR, IVA) and qualitatively through thematic analysis. As for the results, the didactic unit was positively evaluated in terms of content (CVI = 0.932; CVR = 0.865) and appearance (IVA = 1.00; CVR = 1.00), being considered clear, relevant, attractive, and applicable to the school context. The proposal was collaboratively developed, integrating health practices with curricular content, and validated by specialists with strong academic qualifications and teaching experience.The study demonstrated that it is feasible to integrate health topics into Science and Mathematics education in an interdisciplinary and contextualized manner. The validated unit offers a concrete and applicable proposal for teacher training, promoting articulation between health and education. Despite the limitation regarding the ideal number of technical experts, the results indicate a high potential for the proposal to strengthen pedagogical practices aimed at health promotion in the school environment. Future studies should expand the sample and monitor the impacts of implementation.