Fundamentos e práticas pedagógicas no contexto hospitalar

Abstract

The aim of Hospital Pedagogy is to create multiple and dynamic work proposals to contribute to the development of the hospitalized subject's existing skills. The Hospital Class guarantees the continuity of studies for hospitalized children and adolescents and ensures their right to education. At the same time as motivating them, the pedagogical proposals take the focus away from the illness and make the situation more pleasant. Therefore, this service helps these children and young people maintain their school bond while they recover their health. With this in mind, the general aim of this study is to understand the foundations and practices developed in the hospital classroom, according to the perception of the professionals who work at the São Vicente de Paulo Hospital (HSVP) in the municipality of Passo Fundo (RS). We chose to carry out qualitative research, using case studies as an investigative strategy. The data was produced from the sources of evidence presented in the semi-structured interviews and the records made in the Field Diary. The data generated was analyzed using the categories and subcategories that emerged from the Discursive Textual Analysis (DTA) by Moraes and Galiazzi (2007). The main authors responsible for underpinning the research are: Fonseca (2002), Matos (2001, 2009, 2012), Muggiati (2001, 2009, 2012), Loss (2014), Schilke (2008), Freire (1981, 1996), among others. The main results obtained indicate that professionals who decide to work in this area need to develop an attentive approach to hospitalized children, respecting their difficulties and specificities in the face of illness. We found that initial training does not provide teachers with the necessary knowledge to work in a hospital setting, and the importance of continuing training. Regarding the pedagogical practices developed in the Hospital School Life Class at the HSVP in the municipality of Passo Fundo, we noticed that they are fostered according to the specificities and daily possibilities of each hospitalized student, they take place in a humanized way, with a partnership between the pedagogical and health teams. They follow the teaching and learning plan sent by the schools of origin, focusing on mediating and guiding the content, but with total autonomy to adapt or change the schedule and/or activities. We identified that the understanding that the teachers interviewed have in relation to hospital pedagogical practices and foundations was and is being built from the experiences and experiences produced by the hospital class. Because they work with children and young people who are vulnerable and likely to die, we observed that the major challenge faced by the teachers is related to emotional issues. We therefore stress the need for psychological preparation before, during and after their work. Finally, the results revealed significant knowledge about the hospital class and how to "be a teacher" in hospital classes, aspects that make it possible to expand and improve the teacher's work in this complex context.