<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1981-8106</journal-id>
<journal-title><![CDATA[Educação: Teoria e Prática]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Teoria Prática]]></abbrev-journal-title>
<issn>1981-8106</issn>
<publisher>
<publisher-name><![CDATA[UNESP - Universidade Estadual Paulista - Instituto de Biociências - Departamento de Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-81062025000200108</article-id>
<article-id pub-id-type="doi">10.18675/1981-8106.v35.n.70.s18753</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Concepções, ações e formação em autorregulação para a saúde na Educação Básica: a visão de professores e profissionais da saúde]]></article-title>
<article-title xml:lang="en"><![CDATA[Concepts, actions and training in self-regulation for health in Basic Education: the vision of teachers and health professionals]]></article-title>
<article-title xml:lang="es"><![CDATA[Concepciones, acciones y formación en autorregulación para la salud en la Educación Básica: la visión de profesores y profesionales de la salud]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Schneider]]></surname>
<given-names><![CDATA[Stéfani Almeida]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bauer]]></surname>
<given-names><![CDATA[Mariana da Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mattos]]></surname>
<given-names><![CDATA[Luciana Bisio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rosário]]></surname>
<given-names><![CDATA[Pedro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Magalhães]]></surname>
<given-names><![CDATA[Cleidilene Ramos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade Federal do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[Porto Alegre Rio Grande do Sul]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade Federal de Ciência da Saúde de Porto Alegre  ]]></institution>
<addr-line><![CDATA[Porto Alegre Rio Grande do Sul]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A03">
<institution><![CDATA[,Universidade Regional de Blumenau  ]]></institution>
<addr-line><![CDATA[Blumenau Santa Catarina]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A04">
<institution><![CDATA[,Universidade do Minho  ]]></institution>
<addr-line><![CDATA[Braga ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="A05">
<institution><![CDATA[,Universidade Federal de Ciências da Saúde de Porto Alegre  ]]></institution>
<addr-line><![CDATA[Porto Alegre Rio Grande do Sul]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>35</volume>
<numero>70</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-81062025000200108&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-81062025000200108&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-81062025000200108&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O estudo parte do construto da autorregulação da aprendizagem e contribuições da Teoria Social Cognitiva para realização de pesquisa no campo do autocuidado em saúde na escola. O objetivo da pesquisa foi analisar as concepções dos profissionais da saúde e da educação sobre ações de promoção da saúde na escola antes e depois de uma formação focada na autorregulação para o autocuidado e promoção da saúde. Foi realizado um estudo qualitativo do qual participaram 26 profissionais, da saúde e da educação, distribuídos em dois grupos focais antes e dois depois da formação. Os dados foram analisados a partir da análise temática reflexiva de Braun e Clarke (2006, 2019). A partir da temática ações em saúde e avaliação da formação, os participantes consideraram importante realizar as ações de promoção da saúde nas escolas, e esse entendimento se fortaleceu após a formação. Também destacaram que a formação aprimorou o trabalho já realizado nas escolas, além de promover a interdisciplinaridade entre a unidade de saúde e a escola. Por fim, destacaram a motivação extra para a realização das futuras ações em saúde com os estudantes, inspirados nas propostas vivenciadas na formação. Os resultados demonstram a importância da realização de formações focadas na autorregulação para a saúde para profissionais da saúde e da educação, com vistas à realização de ações em saúde nas escolas, bem como o seu potencial para a construção de ações de promoção da saúde mais efetivas nesse contexto.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The study is based on the construct of self-regulation of learning and the contributions of Social Cognitive Theory to research in the field of health self-care within school settings. The aim of the research was to analyze the perceptions of healthcare and education professionals regarding health promotion activities in schools, both prior to and following a training focused on self-regulation for self-care and health promotion. A qualitative study was conducted with 26 participants, healthcare and education professionals, who were divided into two focus groups prior to training and two focus groups following the training. The data were analyzed using Braun and Clarke's (2006, 2019) reflexive thematic analysis. Regarding the theme of health actions and training evaluation, participants considered health promotion activities in schools to be important, an understanding that was reinforced following the training. They also highlighted that the training enhanced existing efforts within schools and promoted interdisciplinary collaboration between the health unit and the school. Finally, they emphasized an increased motivation to implement future health initiatives with students, inspired by their experiences during the training. The results demonstrate the importance of conducting training focused on self-regulation in health for both healthcare and education professionals, in order to promote health actions in schools, as well as its potential to develop more effective health promotion initiatives within this context.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El estudio se fundamenta en el constructo de la autorregulación del aprendizaje y en las contribuciones de la Teoría Cognitiva Social para la realización de investigación en el campo del autocuidado en salud en la escuela. El objetivo de la investigación fue analizar las concepciones de los profesionales de la salud y de la educación sobre acciones de promoción de la salud en la escuela, antes y después de una formación enfocada en la autorregulación para el autocuidado y la promoción de la salud. Se realizó un estudio cualitativo en el que participaron 26 profesionales, de la salud y de la educación, distribuidos en dos grupos focales antes y dos después de la formación. Los datos fueron analizados mediante el análisis temático reflexivo de Braun y Clarke (2006, 2019). Desde la temática de las acciones en salud y la evaluación de la formación, los participantes consideraron importante llevar a cabo las acciones de promoción de la salud en las escuelas, y esta comprensión se fortaleció después de la formación. También destacaron que la formación mejoró el trabajo ya realizado en las escuelas, además de promover la interdisciplinariedad entre la unidad de salud y la escuela. Finalmente, subrayaron la motivación adicional para la realización de futuras acciones en salud con los estudiantes, inspiradas en las propuestas experimentadas durante la formación. Los resultados demuestran la importancia de realizar capacitaciones enfocadas en la autorregulación para la salud para profesionales de la salud y de la educación, con el fin de implementar acciones en salud en las escuelas, así como su potencial para construir acciones de promoción de la salud más efectivas en este contexto.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Promoção da saúde]]></kwd>
<kwd lng="pt"><![CDATA[Saúde escolar]]></kwd>
<kwd lng="pt"><![CDATA[Educadores em saúde]]></kwd>
<kwd lng="pt"><![CDATA[Educação continuada]]></kwd>
<kwd lng="pt"><![CDATA[Teoria social cognitiva]]></kwd>
<kwd lng="en"><![CDATA[Health promotion]]></kwd>
<kwd lng="en"><![CDATA[School health]]></kwd>
<kwd lng="en"><![CDATA[Health educators]]></kwd>
<kwd lng="en"><![CDATA[Continuing education]]></kwd>
<kwd lng="en"><![CDATA[Social cognitive theory]]></kwd>
<kwd lng="es"><![CDATA[Promoción de la salud]]></kwd>
<kwd lng="es"><![CDATA[Salud escolar]]></kwd>
<kwd lng="es"><![CDATA[Educadores en salud]]></kwd>
<kwd lng="es"><![CDATA[Educación continua]]></kwd>
<kwd lng="es"><![CDATA[Teoría social cognitiva]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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