O olhar psicopedagógico do professor da classe hospitalar no atendimento pedagógico-educacional

Abstract

The work of psycho-pedagogic professional in the compasses of room hospital has many ways to favor the development of learning broken by sickness conditions, prevent and interpose into the learning problems, maintain the family and school origin contact of the student-patient, as well as avoid the educational failure and the waste of school period of him. The work of psycho-pedagogic professional has a central importance into the room hospitalar environment, for offering to the patients a different treatment, humanized for the scholarity development, through the educational adaptation process into the hospitalar context. The objects of this search were: identify the psycho-pedagogic practices are developed into the hospitalar environment; make a search about the pedagogical-educational practices in the hospitalar environment; investigate the hospitalization results into the learning process of the child; identify the child satisfaction in pedagogical-educational treatment in the room hospital and its environment; investigate some learning difficult from the teachers hope of room hospital. It was about a descriptive search of qualitative approach. It was used a social-demographic questionnaire and an interview as ways of deep data collection. It was realized an analysis of the social-demographic questionnaire and the theme categorical analysis of the interviews. The subjects that took part of our study was six children , which four of female gender and two of male gender, varying in ages among six and twelve years old (M=8,6). The pathologies were exhibited: asthma, abdomen ache, gastritis, sickness caused by virus, diarrhea and vomit. Even as the subjects, three teachers took part, two off email gender and one of male gender, who the last one was the room hospital coordinator too, varying the ages from 32 and 56 years old (M=45,6). These had pedagogy graduation and post-graduation in hospital pedagogy and psycho-pedagogy. Even, they took part of educational hospital and residential treatment continue formation. From the interviews with the teacher emerged three theme rooms, eight categories and ten subcategories. From the first theme room, Practices emerged three categories: Pedagogical Antecedent (with four subcategories), Educational/Pedagogical (with for subcategories) and Psycho-pedagogical (with two subcategories). At second theme room Objectives emerged (two categories) Education entail, Content and Curriculum Continuity. At third theme room Children Reactions arised (two categories) Room Satisfaction, Hospitalization Effects and Refusal. From the interviews with the children emerged two theme rooms, two categories and four subcategories. At the first theme room Hospitalization showed a category negative perception (with two subcategories). The second theme room Hospital Room arise one category positive perception (with two subcategories). Check a well done pedagogical-educational treatment, into the hospital room, in the Education Ministry Standards, however, the specific psycho-pedagogical service for the hospital children into the hospital room, it doesn’t exist. The professionals act with a psycho-pedagogical view which rescue happiness, self-esteem, family linking, school, friends and the learns in the room hospital context. As the identify of learning problems, which is something specific in the psycho-pedagogy, the teachers identified them, but it doesn’t exist intervention in the children, with these problems. It is necessary a reflection about why the lack of this kind of psycho-pedagogical treatment and service, if there are specialized professionals in the psycho-pedagogy area, to work the learning problems, even, the prevention of them, avoiding therefore the educational discrepancy.

Date of Award	2015
Original language	Portuguese
Supervisor	Otávio Machado Lopes de Mendonça (Supervisor) & OSCAR CONCEIÇÃO DE SOUSA (Supervisor)