Práticas pedagógicas em classe hospitalar: caminhos para a reinserção do aluno na escola de origem

Abstract

This research aimed to analyze the pedagogical practices of the Hospital Classes concerning the reintegration of the student in the school of origin, with the perspective of proposing a resignification of these practices, given the collaborative elaboration between researcher and teachers of the Hospital Class of a guiding document on pedagogical practices developed in Hospital Classes proposed for Basic Education teachers. To be able to contribute to this perspective, this research is problematized based on the following question: how can pedagogical practices in the Hospital Class be re-signified for the reintegration of the student to the school of origin? To this end, the collaborative research of qualitative kind was used, whose data production was sistemized in outlined steps based in the assumptions of this kind of research. The research participants were four teachers of Hospital Classes that act in hospitals located in the state of Bahia. To analyze the data, the content analysis was used, in the Bardin (2002) perspective. The results showed that the pedagogical practices developed in Hospital Class demand bigger flexibility from the involved professionals; therefore, the acting in these space requires understanding to its peculiarity. Those practices need to be focused on the needs of the students and in constant dialog with the school of origin. The dialog between the Hospital Class and the schools of origin is a fundamental element in the construction of meaningful pedagogical practices, with intentionality, more reflexive, and emancipatory that contribute to the return of this student to the school of origin. It is also highlighted, that it is essential the recognition of this education modality by the basic education teachers, in the intent of contribute in the constructions of pedagogical practices in the Hospital environment through a flexibilized curriculum that meet the students needs, in addition of evaluation processes constructed in a collaborative way between the two spaces. This knowledge will only happen from the dialog and the implantation of effective public policies.