EDUCATION THAT SAVES: FIRST AID TRAINING FOR TEACHERS IN A FULL-TIME PUBLIC EDUCATIONAL INSTITUTION

Abstract

This study aims to analyze the efficacy of a theoretical-practical first aid training program to increase the knowledge and self-confidence of teachers at a full-time public school in Teresina-PI, Brazil. This is a quasi-experimental intervention study, with a pre- and post-test design in a single group of 15 teachers. The training was based on Kolb's Experiential Learning Theory and the American Heart Association guidelines (2025). Data were analyzed using Fisher's Exact Test (p < 0.05). Results showed significant initial technical vulnerability: 93.3% of the sample had no formal training despite high exposure to school emergencies (66.7%). After the intervention, there was substantial cognitive gain, notably in the practical retention of Cardiopulmonary Resuscitation compression frequency (p = 0.003). However, resistance was observed in deconstructing ingrained popular myths regarding epistaxis management, highlighting the risks of health literacy deficits. We conclude that single interventions, although effective for immediate gains, are insufficient in the long term. The formulation of permanent education guidelines is imperative to ensure the institutional effectiveness of the Lei Lucas and genuine protection in the school ecosystem.