O trabalho educacional nos hospitais na formação do pedagogo

Abstract

The present research aims to raise and problematize the insertion of the discussions about the educational work in hospitals in the on-site Pedagogy courses, of the Federal Universities of Brazil. The research was based on the analysis of two corpora: the first one consisted of the abstracts of 71 theses and dissertations selected on the IBICT website by using the terms "hospital classes" and "hospital pedagogy". The analysis of this corpus evidenced eight important topics for teachers’ performance in hospitals: 1) the hospital class as a right of hospitalized children and adolescents to education and schooling, from the perspective of inclusive education (history, legal frameworks and conceptualizations); 2) the dual function of care: schooling and humanistic education, on the one hand, and support for health promotion (adherence and response to treatment), on the other; 3) the learning subjects who are hospitalized; 4) processes of mediation of learning in different hospital spaces (ICTs, arts, languages, playfulness etc); 5) interdisciplinary pedagogical strategies; 6) the identity and health of the teacher who works in hospitals: coping strategies and resilience; 7) teacher's performance in multidisciplinary teams: education and health; 8) family involvement in school education. The other corpus was constituted by the menus included in the pedagogical projects of the courses (PPCs). There were 51 universities that offered the course of Pedagogy but only 48 provided the curricular matrices, on which the selection of curricular components was made, based on the terms "special education", "hospital pedagogy", "education in non-school spaces", "Profession of the pedagogue", "education and health". We found 87 curricular components, contained in 46 matrices. Among these curricular components, 33 do not have a menu available on the website, so the corpus of this research is composed of 54 menus, offered in 33 matrices. The analysis of these menus showed that the special education disciplines are in their totality, referring to the deficiencies, not dealing with the practices in hospitals. The disciplines of education in non-school spaces, focus majoritarily on social movements, productive sectors, and civil society entities/organizations. Only 6 (without considering the 4 internships) of the 54 analyzed menus discuss the educational work performed in the hospitals and only four are specific to this field. Although the themes proposed in the menus of these four disciplines are broad enough to include most of the topics mentioned above, there is no evidence that at least the last four are addressed. Therefore, this work allowed us to bring to the fore that the initial training of the pedagogues in the federal universities, still relegate the hospitals and, specifically, the hospital classes, which can impair the learning and the development of hospitalized children, as well as the health of teachers in the field, who are not prepared for the emotional challenges they have to face. Likewise, there is no preparation for work in multidisciplinary teams and to promote integration with families. However, it is still necessary to replicate this research in other universities, in order to have a clearer view of the inclusion or not, of this theme, in the formation of the pedagogue in Brazil.