Atendimento educacional às crianças hospitalizadas: estratégias pedagógicas para a efetivação do direito à educação

Abstract

This research had as main purpose analyzing the national publications, in the period of 2010/2017, aiming to search for the main pedagogical strategies used by teachers/pedagogues onto the realization by right educational attendance of hospitalized children. Also, the research had as specific aims: a) describe the profiles of brazilian publications about educational services for hospitalized children; b) identify how the curricular adaptations for the educational attendance of hospitalized children occur; and c) verify the main pedagogical strategies used for the realization of the right to schooling process continuity in hospitalized children. To answer these aims, we chose to carry out a state-of-the-knowledge research, being the publications analyzed from the techniques of content analysis . The sources used to realize the research were the IBICT (Instituto Brasileiro de Informação em Ciência e Tecnologia) database and the SciElo (Scientific Electronic Library) database, with search descriptors "school attendance of hospitalized children" and "pedagogical strategies in the hospital", with the time cut from 2010 to 2017. As a result we highlight: in relation to the profile of publications, the academic modality that most presented productions on the topic of Educational Attention in Hospitals was the stricto sensu post-graduation, the Master's degree, and from these emerged thematic categories: curriculum; contributions and significations of educational attendance in hospitals; pedagogical strategies; and teacher training. Regarding the curricular adaptations, the importance of these was evident. The teacher/pedagogue should plan the contents to be addressed, the activities to be carried out, as well as the pedagogical strategies that will use, considering the specificities and the clinical status of the students / patients, since these aspects directly influence the learning of these subjects. Regarding the main pedagogical strategies, one understands the relevance of the same ones and it has been verified that those used more frequently are: playfulness and the Art, the TICs and the practical activities, like experiments and observations. In this way, we conclude that the presence of the teacher/pedagogue in the hospital environment is of great importance, since it assists in the realization of the right to continuity of the schooling process of the student who is hospitalized, being able to contribute also in aspects beyond the scholar, for example in social and emotional aspects. Still, some scientific-thematic gaps have been evidenced that can be deepened from new researches: the relation of the school of the hospital and the regular school of the student / patient; student / patient evaluation; continuing teacher / teacher education; the social representation of the teacher / pedagogue in the hospital; complementary training / qualification for "attentive or empathic listening".