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Previous issue date: 2010-10-22 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This research is constituted in a study about the needed knowledge for the performance in Hospital Teaching. Such universe is taken primarily from the humanization process, being education and health interfaces of possibilities and challenges, being, thus, references for the understanding of the individual and his/her totality. The Brazilian legislation recognizes the rights of the hospitalized child and adolescent and guarantees the continuity of the service for the learning process during the hospitalization period. Thus, it is up to the hospital classroom teacher to create strategies that favor teaching and learning, giving it a context with the development and the experience of those who live free of the idea of diseases. Education and health professionals cannot be mere knowledge conveyors. Education and health must step alongside, in the search for qualitative solutions for the effective learning of hospitalized kids and adolescents. Purpose: to know the teacher's performance in the teaching and learning of hospitalized kids and teenagers. Method: it is a bibliographic, qualitative research with the use of the life story to get to know the teachers' knowledge for performance in the hospital classrooms; being the oral and life story a modality which is about the narrative of the group of life experiences from a person. The interviewed teacher has experience in the management of hospital classrooms. Results: the teacher that acts in the hospital classroom, is an education professional that needs to build specific knowledge, with a differentiated look and with a sensitive hearing for the teaching profession. Overcoming such considerations for the studied phenomenon, its is clear that, the teaching practices cannot be developed from a script of an outsider's authorship. They must be outlined, by the sensible knowledge, by specific knowledge but, mainly, by humanizing actions / This research is constituted in a study about the needed knowledge for the performance in Hospital Teaching. Such universe is taken primarily from the humanization process, being education and health interfaces of possibilities and challenges, being, thus, references for the understanding of the individual and his/her totality. The Brazilian legislation recognizes the rights of the hospitalized child and adolescent and guarantees the continuity of the service for the learning process during the hospitalization period. Thus, it is up to the hospital classroom teacher to create strategies that favor teaching and learning, giving it a context with the development and the experience of those who live free of the idea of diseases. Education and health professionals cannot be mere knowledge conveyors. Education and health must step alongside, in the search for qualitative solutions for the effective learning of hospitalized kids and adolescents. Purpose: to know the teacher's performance in the teaching and learning of hospitalized kids and teenagers. Method: it is a bibliographic, qualitative research with the use of the life story to get to know the teachers' knowledge for performance in the hospital classrooms; being the oral and life story a modality which is about the narrative of the group of life experiences from a person. The interviewed teacher has experience in the management of hospital classrooms. Results: the teacher that acts in the hospital classroom, is an education professional that needs to build specific knowledge, with a differentiated look and with a sensitive hearing for the teaching profession. Overcoming such considerations for the studied phenomenon, its is clear that, the teaching practices cannot be developed from a script of an outsider's authorship. They must be outlined, by the sensible knowledge, by specific knowledge but, mainly, by humanizing actions / Esta pesquisa constitui-se num estudo sobre os saberes necessários para atuação
em Pedagogia Hospitalar. Tal universo é tomado primeiramente a partir do processo
de humanização, sendo educação e saúde, interfaces de possibilidades e de
desafios, sendo assim, são referências para a compreensão do indivíduo em sua
integralidade. A legislação brasileira reconhece o direito da criança e do adolescente
hospitalizados e garante a continuidade do atendimento para o processo de
aprendizagem durante o período de internação. Assim, cabe ao professor da classe
hospitalar criar estratégias que favoreçam o ensino e a aprendizagem,
contextualizando-o com o desenvolvimento e as experiências dos que vivem
despojados da ideia de doença. Profissionais da educação e da saúde não podem
ser simples transmissores de conhecimentos. A educação e a saúde deverão
caminhar juntas, em busca de soluções qualitativas para o efetivo aprendizado de
crianças e adolescentes hospitalizados. Objetivo: conhecer a atuação do professor
no ensino e na aprendizagem de crianças e adolescentes hospitalizados. Método:
trata-se de uma pesquisa qualitativa, com uso de história de vida para conhecer os
saberes dos professores para atuação nas classes hospitalares; sendo a história
oral e de vida uma modalidade que trata da narrativa do conjunto de experiências de
vida de uma pessoa. A professora entrevistada possui experiência na regência de
classes hospitalares. Resultados: o professor que atua em classe hospitalar é um
profissional da educação que precisa construir saberes específicos, com um olhar
diferenciado e com uma escuta sensível para o exercício da docência. Transpondo
tais considerações para o fenômeno estudado, evidencia-se que, as práticas
pedagógicas não podem ser desenvolvidas a partir de script de autoria alheia.
Devem ser permeadas pelo saber sensível, por saberes específicos, mas,
sobretudo, por atos humanizadores
| Identifer | oai:union.ndltd.org:IBICT/oai:leto:handle/15954 |
| Date | 22 October 2010 |
| Creators | Lima, Luci Fernandes de |
| Contributors | Antunes, Mitsuko Aparecida Makino |
| Publisher | Pontifícia Universidade Católica de São Paulo, Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação, PUC-SP, BR, Psicologia |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/doctoralThesis |
| Format | application/pdf |
| Source | reponame:Biblioteca Digital de Teses e Dissertações da PUC_SP, instname:Pontifícia Universidade Católica de São Paulo, instacron:PUC_SP |
| Rights | info:eu-repo/semantics/openAccess |
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