Experiências pedagógicas em classe hospitalar: por uma formação docente especializada

Abstract

The teaching performance in a hospital context emerges from the need to ensure the right to education for children, youth and adults in health care. Even though there are neither specialized courses of initial training nor exclusive public examinations to the teaching practice in these differentiated spaces of public education in Rio Grande do Norte, teachers wish and struggle to act pedagogically in hospital and home classes, and begin to undergo conscious and tacit experiences of teacher training in loco. The thesis aims to investigate pedagogical experiences for specialized training in hospital classes. The theoretical framework is based on the principles of autobiographical research in education (PASSEGGI, 2011, 2011a, 2014, 2016, PASSEGGI; SOUZA, 2017, DELORY-MOMBERGER, 2012, 2014, ALHEIT; DAUSIEN, 2006), the socio-educational movement of the life stories in formation (PINEAU, 2004, 2005, JOSSO, 2010), the cultural psychology which adopts a narrative perspective (BRUNER, 1997, 2014; BROCKMEIER; HARRÉ, 2003; GALVÃO, 2005) and the studies of teacher training (NÓVOA, 1999, 2002, 2009, SOUZA, 2006, FREIRE, 2011, 2011a, 2018). Four teachers from hospital classes of Rio Grande do Norte participated in the reflexive group of biographical mediation (PASSEGGI, 2011), a device which constitutes sources and research-training integrating three spheres of the autobiographical reflection: reflection with pairs/others, reflection in action and reflection with oneself. The corpus of the work is constituted by written autobiographical narratives, autobiographical reflection tables and letters. The thematic analysis and the metainterpretation of the data (PASSEGGI et al., 2017) collaborate to understand the experiences which substantiate the specialized training in hospital class. The results reveal pedagogical experiences which form the basis for specialized teacher training in hospital class upon four essential elements: autobiographical capital, teaching ethos, biopsychosocial alterity and pedagogical empathy in hospital class. We defend the thesis: for specialized teacher training in hospital class, considering pedagogical empathy, social praxis which reveals experiential and collective knowledge (autobiographical capital) of the profession (teaching ethos), due to the recognition of the biopsychosocial alterity to children and youth in health care, in order to host, accompany and ensure human dignity through a decent pedagogical intervention, based on the educational presuppositions of inclusion and social justice.