Preconceito com os alunos com epilepsia no ambiente escolar: a impor- tância da formação do professor (a)

Abstract

The present article is entitled “Prejudice against students with epilepsy in the school environment: The importance of teacher training”. It highlights the importance of teacher training in health education to understand the challenges faced by students diagnosed with epilepsy in the school environment. The methodology adopted was theoretical and bibliographical. A review of scientific articles was conducted on Google Scholar, Scielo and Scientific Journals, with reference to the texts and contributions of authors such as Fonseca (2002), Demo (2005), Perrenoud (2002), Cançado and Machado (2022), Yasuda (2024), among others. The guiding questions were: How is the stigma and prejudice about epilepsy perceived? What is the importance of training and the practice of education professionals in basic health knowledge? What first aid knowledge is essential for providing the necessary assistance to students with epilepsy? Therefore, the present study aims to understand how students experiencing an epileptic crisis are treated at school and what training teachers receive to assist them. The text begins with an introduction, followed by the following topics: Understanding Epilepsy; subchapters describing how the stigma of epilepsy and the prejudice directed at people with epilepsy are perceived in the school environment; the third item, which discusses teacher training on epilepsy; the fourth item, which presents the benefits of Transdisciplinarity between health and education; the fifth topic, which describes the experience report on the School Management internship; and finally, we have added the pedagogical resources indicated for professional guidance on the topic of epilepsy. We observed in this study that transdisciplinarity between health and education articulated knowledge for new practices in teacher training, which allowed the application of a pedagogical intervention, contributing to the collection of evidence on epilepsy in the school environment. In this sense, the school and the teacher are key actors in promoting change to overcome educational and social difficulties, as well as stigma and prejudice in the school environment.