O ensino humanizado em contexto hospitalar: a sua relevância para a autoestima e bem-estar da criança hospitalizada

Abstract

Humanized teaching in a hospital context nowadays demands discussions, reflections and pedagogical actions aimed essentially at promoting the well-being of hospitalized children and consequently their self-esteem. In this study, concerns about the theme emerge, evidencing as a central objective: to analyze and characterize how is evidenced humanized teaching in a hospital context to promote the self-esteem and well-being of hospitalized children. The question that guides the discussions of this, intends to know: how humanized teaching in the hospital context possibly have contributed to the promotion of the self-esteem and well-being of hospitalized children? For that, we adopted the exploratory research of theoretical and empirical character as methodological principles, according to the qualitative research approach. Based on observations and interviews with a pedagogue who works in the hospital class of the University Hospital Onofre Lopes (HUOL), in order to produce the material for analysis. The theoretical assumptions that support this research follow from authors such as Matos and Mugiatti (2009; 2014) who discuss education in the hospital context; Fontes (2005) and Fonseca (2008) and their respective approaches on humanization in the hospital educational context, among other authors that corroborate to the deepening of the themes. We believe that humanized teaching in a hospital context actually enhances the self-esteem and well-being of hospitalized children, because of this human question that integrates the being into its most complex needs, showing its ability to overcome the disease state and of hospitalization, stimulating teaching and learning and rescuing the hope of the hospitalized child.