LEARNING TO ACT: EMERGENCY SIMULATION AS A STRATEGY FOR TEACHER TRAINING IN FIRST AID

Abstract

This study analyzes the contributions of emergency simulation to the continuing education of teachers in first aid in the school environment. Thus, it is based on the understanding that formal compliance with Law No. 13,722/2018 does not guarantee, in isolation, that professionals are able to recognize risks, make decisions, and perform safe initial care. Bibliographic, qualitative, descriptive, and exploratory research was carried out, supported by scientific articles, legislation, and technical documents published, primarily, between 2018 and 2025. The analysis was organized into three axes, namely: accidents and emergencies in school daily life; continuing education of education professionals; and practical simulation related to the development of knowledge, skills, and self-efficacy. The studies examined reveal knowledge deficits before interventions and relevant improvement after training that articulate explanation, demonstration, supervised practice, problem solving, and evaluation. They also show that learning should not be measured only by immediate memorization, as the response to an emergency depends on the ability to transfer content to unforeseen situations. It is possible to conclude that simulation is a pertinent pedagogical strategy to transform legal prescriptions into effective competencies, as long as it integrates annual programs, contextualized to the age groups served, accompanied by qualified professionals and periodically evaluated.