Araújo, Jacyene Melo de OliveiraNascimento, Gabriella Pereira do2023-04-172023-04-172022-12-22NASCIMENTO, Gabriella Pereira do. Formação, saberes e trabalho docente: reflexões sobre as práticas pedagógicas no atendimento educacional hospitalar e domiciliar no RN. Orientador: Jacyene Melo de Oliveira Araújo. 2022. 152f. Dissertação (Mestrado Profissional em Educação Especial) - Centro de Educação, Universidade Federal do Rio Grande do Norte, Natal, 2022.https://repositorio.ufrn.br/handle/123456789/52179Hospital and Home Educational Service (HHES), also known as Hospital or Home Class, is a service specially designed to assist children and teenagers, offering education to those who are hospitalized or that cannot continue studying in regular schools due to medical or special conditions. Public policies related to Special Education legitimize the pedagogic praxis in Brazilian hospitals all over the country. However, the absence of specific guidelines related to this context results in the rise of many different approaches that could were studied in the present work. In addition, it is worth mentioning that licentiate courses do not usually approach and neither support the special needs and information required for the HHES teachers’ praxis. In this context, the absence of guidelines for the validation of the ongoing pedagogic praxis has teachers actively looking for continued education in order to validate their approaches and methodologies, therefore resulting in a praxis which often becomes the main reference for administrative organization, besides pedagogic and curriculum design in Hospital and Home Educational Service. Following all these assertions, the present research aims to analyze how the production of knowledge becomes a model of reference to School Administration and pedagogic praxis in HHES that are ongoing in the Brazilian state of Rio Grande do Norte. The study was developed in an education-based Master’s program, and it aimed to research the development of educational products and processes to be implemented in real teaching contexts. For this objective, a continuous teaching training program was made available, produced by the pedagogical staff members of AEHD/RN, whose themes were based upon teaching practices and knowledge, and curriculum. The program was implemented at an in service training course space, and brought together social institutions such as Secretaria da Educação do Estado do Rio Grande do Norte (SEEC), Secretaria Municipal de Educação (SME/Natal), and Programa de Formação Continuada do Centro de Educação (PROFOCO/UFRN). In this context, teachers were invited by the pedagogic staff associated with the program, resulting in a group of 20 teachers and 2 pedagogic advisors, a group from which 14 teachers consented to the research, thus providing data for the present research to take place. In face of the COVID-19 pandemics, digital solutions were optimal for learning and communication, and they were not only necessary but highly demand during the development of the study. The data was collected from questionnaires, group interviews, and multimedia sources. The methodology used for the study is based on a qualitative and interventive approach, guided by the process of the study, and content analysis was the means used to investigate the subjects. From the floating reading of the selected material, we inferred two categories of analysis (1. Profession and teaching identity in AEHD; 2. Relationship of teachers with their knowledge), grouping and classifying them, we consolidated the structuring of a categorical framework, north of the discussions and theoretical relations carried out from the constructs of the teachers and that are unveiled throughout the analysis. The present research aimed at supporting and promoting group discussions based on peer didactic expertise related to AEHD through the Teacher Training program, thus validating and giving new meanings to this knowledge. Therefore, in this perspective and in this context, professional praxis is promoted individual and collectively.Acesso AbertoSaberes docentesAtendimento educacional hospitalar e domiciliarFormação continuadaEducação especialmasterThesisCNPQ::CIENCIAS HUMANAS::EDUCACAO