Healthy Lifestyles In Schools
Conceptual framework.
Given the importance within the Healthy Schools strategy has been given to promoting a culture of health in schools, from promoting habits and lifestyles, this protocol is developed in the framework underpinning the Health Promotion.
The Education Sector, in his working paper “Guidelines for Education in healthy lifestyles,” published in 1997, develops and forms the basis for inclusion of the topic Lifestyles within the Institutional Educational Project. It suggests some activities conducted in coordination with other sectors for students, teachers, and community help build a culture of health and facilitate an early age, the formation of healthy lifestyles.
The healthy lifestyles, recover the concept of Health Promotion defined as “the strategy to give people the means to improve their health and exercise greater control over it.”
The healthy lifestyle is the way each chooses to live, are the things we decided to do. It’s time to get up, time in which we rest, the type of food consumed, physical activity class we practice, how we relate to others and assume the attitude that address the problems. All this makes us or not a healthy lifestyle.
The lifestyles are developed in the early years of life.
Life styles have been considered as determinants and constraints of the health of an individual. The Ottawa Charter for Health Promotion, considers healthy lifestyles as important components of intervention to promote health .. “Health is created and lives in the context of everyday life in schools, work and recreation. Health is the outcome of care is given to one self and others, the ability to make decisions and control your own life and to ensure that the society in which one lives can offer all members the opportunity to enjoy good health. ”
The promotion of health, refers primarily to the development of healthy life patterns as described Sigerest (1945) * promotes health giving an adequate standard of living, good working conditions, education, physical activity and mechanisms for rest and recreation.
The lifestyles that are acquired, are conditioned through learning experiences, which are adapted, repurchased or modified according to the desired behaviors. In this respect through education produced favorable changes in the behavior of the learner. The knowledge gained by the knowledge that gives the option of developing his personality that is knowing being, it must be for the learner also understand, analyze, reflect and acquire skills or practical skills (know how) .
The educational process is intended to affect the behavior, understood as the way we act to a stimulus or situation, which is derived from inheritance, family and school education, human relationships, socioeconomic status and intellectual level. It also has to do with our feelings, thoughts, and beliefs.
The self-care.
Understood as the ability to decide, choose, choose, not only as acts of reason, or as tasks or duties arising out of or triggered by functional roles health institutions but also as acts that cross the embodiment.
For Max-Neef human needs may be disaggregated into: existential categories: Being, having, doing and being. Second in axiological categories relating to the subsistence needs such as protection, affection, understanding, participation, recreation, identity and freedom. Satisfiers of these needs must be recognized and distinguished from one’s own needs.
One of the aspects that define a culture are its satisfactions, with these needs views from three contexts: In connection with the person, in relation to the social group in relation to the environment.
The auto care part time, of rationality and subjectivity that runs through various areas of human being. It ignores the complex life history that accompanies each person through which he has socialized her affections, disaffected, interests, choices in relationships where conflict and contradiction are part of the everyday life when she runs.
Making an impact on the lifestyle involves awareness of people about the commitment and responsibility that is taken into the care of their health, allowing the release of our body armor, depression, neurosis, bad eating habits that affect the health of students and develop our potential as human beings.