Educational intervention using a participatory methodology on leprosy with teachers from a state school in the municipality of Bauru, São Paulo, Brazil

Abstract

Introduction: Leprosy causes physical, psychological, and social harm, including stigma and exclusion, even after treatment. Schools play a crucial role in combating prejudice by fostering inclusion and respect for diversity. However, many teachers still hold doubts and misconceptions about the disease, which can negatively affect the school experience of affected students and their families. Objective: To report on an educational intervention aimed at elementary and high school teachers, focusing on basic knowledge about leprosy, with an emphasis on reducing stigma and promoting a more inclusive school environment. Methodology: This is an experience report with a qualitative-quantitative approach, conducted at a state school in Bauru, São Paulo, Brazil. Pre- and post-intervention questionnaires were used to assess teachers’ knowledge. The activity employed participatory methodologies, including the screening of a documentary, a sensory experience, group discussions, and an educational game on "myths and facts" about leprosy. Results and Discussion: The results demonstrated a significant improvement in teachers' knowledge, particularly regarding the transmission and social aspects of the disease. There was an increase in the percentage of correct answers in the post-test, especially on items related to stigma and school inclusion. The qualitative evaluation indicated high participant satisfaction and a positive shift in perceptions about the disease. Conclusions: The intervention contributed to breaking down prejudice and reinforcing teachers' roles as disseminators of health information. The use of participatory methodologies proved effective in promoting both knowledge and empathy, thus fostering a more inclusive school environment that supports the inclusion of individuals affected by leprosy.