A afetividade nas práticas pedagógicas no contexto da classe hospitalar e sua relevância na aprendizagem infantil

Abstract

Access to education in the hospital context is a right recognized by the Federal Constitution of 1988 (BRASIL, 1988) and by the Law of Guidelines and Bases of Education - LDB (BRASIL, 1996). Therefore, children who are hospitalized cannot have their educational services neglected or interrupted. Aiming to comply with these two norms, education in the hospital context seeks to meet the cognitive, physical and emotional needs of children who are undergoing a period of medical treatment and prevented from attending regular school. The objective of this article is to analyze, in the light of Fonseca (1999; 2008) and Ceccim (1997); Ferreira and Acioly-Régnier (2010), Junqueira (2010) and Mahoney and Almeida (2005) and Galvão (2002), Costa and Pinheiro (2013), Freire (2014), Ludke and André (1986) and Severino (2016), the importance of affectivity for the teaching and learning process of children inserted in a hospital class in Natal-RN. For this study, the qualitative approach of Educational Research was used in the construction and analysis of data. This investigation aims to present the analyzes of experiences on pedagogical practices in the context of a hospital class, focusing on affectivity in the teaching-learning process. In the present work, it was observed that the studied hospital class presents pedagogical practices that use affection and pedagogical listening as indispensable tools, as they respect the specificities of their target audience and provide, in addition to cognitive development, individual, emotional, physical and the social situation of hospitalized children. Therefore, it is essential that educators develop emotional and social skills to deal with the needs of children and their families, in addition to adapting teaching strategies to meet the specificities of their target audience.