Gestão da educação hospitalar: complexidades que se mostram para a prática pedagógica

Abstract

This study aimed to understand legal, pedagogical and philosophical aspects that permeate the pedagogical management in the hospital environment, with a view to teaching practice, highlighting the challenge faced by teachers in the education of hospitalized students. The research found possibilities to be developed by the hermeneutic phenomenological approach of qualitative research and, by the phenomenological posture, we sought to understand the phenomenon of Hospital Education, expressed in the literature, in pursuit of the question: “What is this: management of pedagogical practice in the hospital environment?”. Possibilities of the pedagogue’s actions and aspects of the complexity of their work are woven, which show the perspective of concern-occupation and care, as the guiding lines of teaching in the hospital environment. It is a bibliographic study that sought Hospital Education in the literature, focusing on it. Its importance in school inclusion was highlighted, clarifying how it starts to occupy, together with health, its role within the hospital, having as an important factor the maintenance of future perspectives for the hospitalized student and ensuring the right to access to inclusive and equitable education . It was also sought to understand how this pedagogical service takes place, taking into account the conceptual paradigms and essential points só that the continuity of the student’s studies takes place with the least possible damage to their learning. According to this study, the analysis that is made is the need for specific professional training that is imposed as part of the entire process of inclusion and equity in these services, the review of content and methodologies, requiring a broad view on the part of teachers and pedagogue for all stages of the hospital pedagogical process. The investigation addresses legal, philosophical and pedagogical aspects, establishing relationships between the right to education, reality, the redefinition of the school and the pedagogical organization, seeking to broaden understanding of the phenomenon, having in the horizon of Paraná education, pedagogical understanding by area of knowledge , in an analytical and theoretical approach considering the intrinsic relationships between its protagonists. Philosophically, with Martin Heidegger’s phenomenology of care, the importance of preoccupation and occupation with teaching opens up, as a ground for the continuing education of education professionals, articulating theory and practice, in a proposition that advances in fundamental questions about the cognitive development and uniqueness of the hospitalized student, establishing pedagogical actions that promote meaningful experiences for the teaching and learning processes. The importance of training the teacher who teaches in the hospital environment is not denied, but the dialogue between teachers and pedagogue is placed at the forefront só that education fulfills the function of having the hospitalized student at the center of the pedagogical action. Dialogue, based on listening, that carefully deals with the student’s possibilities of being, in addition to overcoming curricular content. The study made it possible to develop an educational product as a pedagogical notebook, which aims to contribute to those who seek to expand knowledge about the role of educators in the hospital environment and its complexities, related to the educational care of hospitalized students.