B000084: mudanças entre as edições

|data=$a Abstract: Health is socially produced through the acquisition of socioeconomic, cultural and environmental domains, known as Social Determinants of Health (SDH). Therefore, people with disability suffer social inequalities in the field of health, since disability is perceived as a driving force that crosses all layers that influence the production of health and, sometimes, rights are denied to them. The research aimed to understand SDH in the lives of students with disability in schools in the Municipal Education Network of Florianópolis. A qualitative, descriptive, exploratory research was carried out, supported by the interpretative paradigm, with theoretical foundation in the model of understanding the SDH in layers, proposed by Dahlgren and Whitehead. 13 students with disability participated, enrolled in middle school, eighth or ninth grade, from seven municipal schools. Data were collected through semi-structured interviews with students, with the aim of understanding, through the students' own perception, how SDH affects their lives. The data were analyzed using Bardin's Content Analysis, in order to categorize the responses according to the layers of the theoretical model. The results revealed that the participants do not predominantly recognize themselves as people with disability and identified their health as good, understanding health linked to the concept of health-illness. Students report having diverse social participation, with a predominance of physical activities in social projects in neighborhoods or schools, expanding their social relationships. Students revealed that they did not like school, so that disability was identified as a marker within this space, since students with disability pointed out issues related to ableism and the reduction of social interactions in this context. Finally, students positively highlighted the presence of public spaces in neighborhoods as spaces that expand the possibilities of active lifestyles and promote social relationships. It is concluded that students are benefited from the different accesses that make up the acquisition of SDH, so that disability was not a specific marker in other layers, except in Living and Working Conditions, through the domain of schooling, according to the perception of interviewed students.