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    Ambiente físico de escolas municipais e os riscos de acidentes com escolares
    (Universidade Federal de São Paulo, 2018) Tapia, Letícia Spina [UNIFESP]; Gouvêa, Lélia Cardamone [UNIFESP]; http://lattes.cnpq.br/1669637254047655; http://lattes.cnpq.br/9669511639029428
    Introduction: accidents are a serious public health problem and have strong impact on population morbidity and mortality in Brazil. About 10% to 25% of these accidents occur at school. When entering the school, the child increases their limits of movement, interests and activities and their social life, in which accidents can occur. Promoting the school environment safe involves various factors, including the child developmental stages, socialization, education and the understanding that accidents are preventable. General objective: investigating municipal school environments of early childhood education and accident risks. Specific objectives: analyzing school accidents occurred and recorded in 2016, identifying teachers knowledge about the meaning of ‘accident' and 'accident prevention', knowing formative actions of accident prevention for school staff, identifying if there are educational actions for accident prevention carried out with students and their families, characterizing school environments in accordance with official recommendations. Methodology: Cross-sectional, quantitative and descriptive study. In this research participated seven Municipal Schools of Early Childhood Education - EMEIs from metropolitan region of São Paulo. After data collection instruments approval by Ethics and Research Committee of Federal University of São Paulo, a questionnaire was applied to 95 education professionals and 7 school directors, resulting in a total of 102 participants. Questionnaires were composed of closed questions in order to identify the following questions: prior training of education professionals regarding accident prevention, educational actions taken with students and their families, and knowledge about the meaning of 'accident' and its prevention. Regarding school directors, the purpose was to identify both security requirements and their knowledge of relevant legislation. EMEIs accident register books were analyzed in order to determine accidents characteristics. A technical visit was also made to recognize school environment, regarding to general requirements for basic safety. Data were statistically analyzed using Qui-Square test for contingency tables, Cochran G-test and Kruskal-Wallis variance analysis. Results: 948 accidents were identified in the investigated schools in 2016. Fall was the most common type of accident recorded (44.2%) followed by head trauma (20.3%) and other accidents (35.5%). Accidents occurred mainly in the park (58.9%), in the classroom (19.2%) and in other places (21.9%). However, none of the schools performed a full accident record that included all necessary information. Only one EMEI demonstrated a more efficient recording system, which allowed us to compute a more accurate number of school student accidents. Participants considered 'accident' mainly as something unforeseen (50%) and something that cannot be avoided (24%). Few professionals (20%) received prior instructions on school accident prevention. Of the seven school directors interviewed, four were aware of the School Accident Prevention and First Aid Program Legislation. Only two school directors knew the law, which establishes school environment as a priority space and one of them knew the law that deals with formation of School Civil Defense Group. Teachers were questioned about educational actions implementation on accident prevention. Sixty percent of them directed these actions to students and 36% took it to student’s families. Safe use of toys, adequate clothing for school activities, and safe delivery of medication to school were the main topics addressed by teachers in educational actions. For school accidents prevention they considered important to carry out these educational actions for both students and their families, as well as an adequate school structure. School environment partially met the safety requirements. Sanitary facilities and school furniture were compatible with age group, as well as the use of non-slip floor. However, none of the schools had appropriate protection for electrical outlets or safety nets. Conclusion: in daily school life, accidents are a reality and professionals carry out some educational actions on accident prevention, not only with students, but also with their families. It was found that people still misunderstand how accident occurs and they believe that it is an unforeseen event and something that cannot be avoided. It was observed that schools environments partially comply with safety recommendations and that accident record is incomplete in all units. We suggested a greater discussion in order to sensitize school staff for preventive strategies implementation, which maybe favored by intersectoral and interdisciplinary actions, aimed at the prevention of accidents.