Stories of teacher training to education in hospital
Autor(a) principal: | |
---|---|
Data de Publicação: | 2014 |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista Educação Especial (UFSM) |
Texto Completo: | http://periodicos.ufsm.br/educacaoespecial/article/view/9118 |
Resumo: | The hospital service has always been a health exclusive service, however, it comprises today’s educational proposals more and more often, with research conducted by pro - fessors from universities. But a question arises: is there a need for training teachers to work with sick people? What are the strategies and when should they be used? How to approach patients and get them to be interested in learning? How to establish a method that respects inequalities and enhance common points? Based on these re - flections, we aimed to rescue the history of hospital classes and teacher ́s training in special environment, also to provide knowledge on the subject, still in its infancy in Brazil. Our research was docummental, with emphasis in 1988’s Constitution and the LDB, but also due to our academic experience. The priority in teacher ́s training is to make schooling relevant in the hospital, to the individual and his family. Hospi - tal education is provided by law, takes place in healthcare facilities, nursing homes or at people’s residences and it is aimed towards individuals who have suffered a disrup - tion in their schooling. Its purpose is to show the patients that they maintain their student capacity, with activities that trigger their skills. The activities do not neglect criterion and systematization. The hospital teacher respects these student ́s fragility, their school levels and their desire to return to school. This sensitivity can be inherent to the teachers when they choose this work, but nothing forces them to continue if the situation shocks them. This responsibility allows teachers to realize that teaching is always present in their personal and professional lives. |
id |
UFSM-9_25879eaca838a89090b9ed2e801b88f4 |
---|---|
oai_identifier_str |
oai:ojs.pkp.sfu.ca:article/9118 |
network_acronym_str |
UFSM-9 |
network_name_str |
Revista Educação Especial (UFSM) |
repository_id_str |
|
spelling |
Stories of teacher training to education in hospitalHistórias de formação de professores para a Classe HospitalarHospital EducationTeacher trainingLegislation.Classe HospitalarFormação de professoresLegislação.The hospital service has always been a health exclusive service, however, it comprises today’s educational proposals more and more often, with research conducted by pro - fessors from universities. But a question arises: is there a need for training teachers to work with sick people? What are the strategies and when should they be used? How to approach patients and get them to be interested in learning? How to establish a method that respects inequalities and enhance common points? Based on these re - flections, we aimed to rescue the history of hospital classes and teacher ́s training in special environment, also to provide knowledge on the subject, still in its infancy in Brazil. Our research was docummental, with emphasis in 1988’s Constitution and the LDB, but also due to our academic experience. The priority in teacher ́s training is to make schooling relevant in the hospital, to the individual and his family. Hospi - tal education is provided by law, takes place in healthcare facilities, nursing homes or at people’s residences and it is aimed towards individuals who have suffered a disrup - tion in their schooling. Its purpose is to show the patients that they maintain their student capacity, with activities that trigger their skills. The activities do not neglect criterion and systematization. The hospital teacher respects these student ́s fragility, their school levels and their desire to return to school. This sensitivity can be inherent to the teachers when they choose this work, but nothing forces them to continue if the situation shocks them. This responsibility allows teachers to realize that teaching is always present in their personal and professional lives.O serviço hospitalar, antes exclusivo da saúde, hoje comporta propostas educativascada vez mais frequentemente, com pesquisas realizadas por professores deuniversidades. Mas ainda um questionamento se põe: há necessidade de formaçãode professores para trabalhar com pessoas doentes? Quais as estratégias e quandoutilizá-las? Como abordar indivíduos doentes e provocar-lhes interesse emaprender? Como estabelecer um método que respeite desigualdades e valorizepontos em comuns? Partindo dessas reflexões, tivemos como objetivo resgatar ahistória da Classe hospitalar e da formação de professores atuando em ambienteespecial, também aportar conhecimentos acerca do tema, ainda incipiente noBrasil. Nossa pesquisa foi documental, com ênfase na Constituição de 1988 e naLDB, mas também resultante de nossa experiência acadêmica. A prioridade naformação de professores é tornar relevante a escolaridade no hospital, para oindivíduo e sua família. Educaçãohospitalar é prevista em lei, acontece em instituição de saúde, casa de repousoou em residência e é dirigida a indivíduos que sofreram um rompimento na sua escolarização.A finalidade é mostrar ao paciente que ele mantém sua capacidade de aluno, comatividades que acionam suas habilidades. As atividades não negligenciamcritério e sistematização. O professor hospitalar respeita a fragilidade dessesalunos, seus níveis escolares e seu desejo de voltar à escola. Essa sensibilidadepode ser inerente aos professores quando escolhem este trabalho, mas nada osobriga a continuar se uma situação causar-lhes choque. Esta responsabilidadepermite aos professores perceber que a formação docente é sempre presente emsua vida pessoal e profissional.Universidade Federal de Santa Maria2014-12-19info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttp://periodicos.ufsm.br/educacaoespecial/article/view/911810.5902/1984686X9118Special Education Magazine; Revista Educação Especial, v. 28, n. 51, jan./abr. 2015; 27-40Revista de Educación Especial; Revista Educação Especial, v. 28, n. 51, jan./abr. 2015; 27-40Revista Educação Especial; Revista Educação Especial, v. 28, n. 51, jan./abr. 2015; 27-401984-686Xreponame:Revista Educação Especial (UFSM)instname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMporhttp://periodicos.ufsm.br/educacaoespecial/article/view/9118/pdfVasconcelos, Sandra Maia Fariasinfo:eu-repo/semantics/openAccess2016-05-09T14:54:23Zoai:ojs.pkp.sfu.ca:article/9118Revistahttps://periodicos.ufsm.br/educacaoespecialPUBhttp://cascavel.ufsm.br/revistas/ojs-2.2.2/index.php/educacaoespecial/oaieducacaoespecial@smail.ufsm.br||clenioberni@gmail.com1984-686X1808-270Xopendoar:2016-05-09T14:54:23Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM)false |
dc.title.none.fl_str_mv |
Stories of teacher training to education in hospital Histórias de formação de professores para a Classe Hospitalar |
title |
Stories of teacher training to education in hospital |
spellingShingle |
Stories of teacher training to education in hospital Vasconcelos, Sandra Maia Farias Hospital Education Teacher training Legislation. Classe Hospitalar Formação de professores Legislação. |
title_short |
Stories of teacher training to education in hospital |
title_full |
Stories of teacher training to education in hospital |
title_fullStr |
Stories of teacher training to education in hospital |
title_full_unstemmed |
Stories of teacher training to education in hospital |
title_sort |
Stories of teacher training to education in hospital |
author |
Vasconcelos, Sandra Maia Farias |
author_facet |
Vasconcelos, Sandra Maia Farias |
author_role |
author |
dc.contributor.author.fl_str_mv |
Vasconcelos, Sandra Maia Farias |
dc.subject.por.fl_str_mv |
Hospital Education Teacher training Legislation. Classe Hospitalar Formação de professores Legislação. |
topic |
Hospital Education Teacher training Legislation. Classe Hospitalar Formação de professores Legislação. |
description |
The hospital service has always been a health exclusive service, however, it comprises today’s educational proposals more and more often, with research conducted by pro - fessors from universities. But a question arises: is there a need for training teachers to work with sick people? What are the strategies and when should they be used? How to approach patients and get them to be interested in learning? How to establish a method that respects inequalities and enhance common points? Based on these re - flections, we aimed to rescue the history of hospital classes and teacher ́s training in special environment, also to provide knowledge on the subject, still in its infancy in Brazil. Our research was docummental, with emphasis in 1988’s Constitution and the LDB, but also due to our academic experience. The priority in teacher ́s training is to make schooling relevant in the hospital, to the individual and his family. Hospi - tal education is provided by law, takes place in healthcare facilities, nursing homes or at people’s residences and it is aimed towards individuals who have suffered a disrup - tion in their schooling. Its purpose is to show the patients that they maintain their student capacity, with activities that trigger their skills. The activities do not neglect criterion and systematization. The hospital teacher respects these student ́s fragility, their school levels and their desire to return to school. This sensitivity can be inherent to the teachers when they choose this work, but nothing forces them to continue if the situation shocks them. This responsibility allows teachers to realize that teaching is always present in their personal and professional lives. |
publishDate |
2014 |
dc.date.none.fl_str_mv |
2014-12-19 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://periodicos.ufsm.br/educacaoespecial/article/view/9118 10.5902/1984686X9118 |
url |
http://periodicos.ufsm.br/educacaoespecial/article/view/9118 |
identifier_str_mv |
10.5902/1984686X9118 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
http://periodicos.ufsm.br/educacaoespecial/article/view/9118/pdf |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal de Santa Maria |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria |
dc.source.none.fl_str_mv |
Special Education Magazine; Revista Educação Especial, v. 28, n. 51, jan./abr. 2015; 27-40 Revista de Educación Especial; Revista Educação Especial, v. 28, n. 51, jan./abr. 2015; 27-40 Revista Educação Especial; Revista Educação Especial, v. 28, n. 51, jan./abr. 2015; 27-40 1984-686X reponame:Revista Educação Especial (UFSM) instname:Universidade Federal de Santa Maria (UFSM) instacron:UFSM |
instname_str |
Universidade Federal de Santa Maria (UFSM) |
instacron_str |
UFSM |
institution |
UFSM |
reponame_str |
Revista Educação Especial (UFSM) |
collection |
Revista Educação Especial (UFSM) |
repository.name.fl_str_mv |
Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM) |
repository.mail.fl_str_mv |
educacaoespecial@smail.ufsm.br||clenioberni@gmail.com |
_version_ |
1799944199639924737 |