O ensino de ciências na classe hospitalar : uma reflexão sobre a experiência do HUJM – UFMT

• Autor(a) principal: Silva, Alessandro Rodrigues da
• Data de Publicação: 2014
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFMT
• Texto Completo: http://ri.ufmt.br/handle/1/282
• topic: Educação inclusiva; Classe hospitalar; Ensino de ciência; CNPQ::CIENCIAS HUMANAS::EDUCACAO; Inclusive education; Classe Hospitalar; Teaching of science

This study aimed to analyze the pedagogical practice performed on Classe Hospitalar (CH) of Hospital Universitário Júlio Muller (HUJM) in order to understand the place given to the teaching of natural sciences. To do so, we attempted to analyze historical, administrative and pedagogical aspects of the previously referred CH that, in this area, is a reference in Mato Grosso. This is a qualitative research, grounded in the assumptions of case study. Data collection was based on observations, interviews and questionnaires. The analyses indicate that the CH of HUJM had its beginning in an informal manner and that with volunteer work, coming from the recognition of the need to comply with the right that children and youths have to continue their studies. From the administrative point of view, the CH of HUJM is linked to a state school and to Secretaria de Estado de Educação (SEDUC/MT). The pedagogical work is developed by two expert teachers hired on an interim basis by SEDUC. The target audience varies in several aspects: age, education level, physical condition and length of stay in the CH. The distinctive profile of the students makes teaching a complex task, since it requires differentiated services (kindergarten, elementary and middle school) in various areas of knowledge, including Chemistry, Physics, Mathematics and Biology. Thus it transcends the playing field for educators. Dialogue with previous schools, with the binding school and with SEDUC proved fragile, which may hinder the continuation of studies of hospitalized students. The adopted practices in science education give centrality to therapeutic toys as a way to enable children a better understanding of their own disease and of the medical procedures to which they are subject. The data allow the conclusion that the CH appears as a space relevant both by the possibility of contribution in the educational process of children and youth hospitalized, and by the characterization of a multidisciplinary space that allows the dialogue between education professionals and health professionals in the perspective of making the period of the hospital stay less stressful and more humane.