Formação do professor para a pedagogia hospitalar na perspectiva da educação inclusiva na rede municipal de Goiânia

Abstract

This paper refers to a research on teachers training to Hospital Pedagogy focusing on the proposals of educational inclusion in general, and also on educational inclusion for those who work with disabled students or students with special needs, in state of disease. Our research object was the teachers training for the proposal of educational inclusion of children and adolescents in state of disease. The choice of the theme is justified by the researcher s experience as a hospital educator. The research general objective is to understand the process of continuing education for teachers which is offered by the Municipal Department of Education in Goiânia. The specific objectives are: one indentifying, in proposals for teachers training, the teacher s lead up for educating patient children, hospitalized or not; and two featuring the teachers training to deal with patient students. Based on these two objectives, we researched some international declarations, official documents from Federal, State and Municipal Educational Departments that deal with teachers training for the inclusive education from 2005 to 2010, as well as some studious of this theme. School education given to patient students differs from that offered to non-patient and, therefore, it is specific and it is concretized through the experience of Hospital Pedagogy. This investigation is characterized as qualitative and the methodology is based on theoretical and bibliographical analysis of documents. The huge number of documents indicates de concerning of the state with inclusive education in general, and, it seems, even with patients. There are plenty of legislation and proposals in support of inclusive education as a right for all. They also support the teachers training in this process as a major factor in school education for disabled students. It all confirms the ideas of the theme researched authors. However, our research demonstrated that teachers training for the educational inclusion occurs mostly in favor of people with hearing disabilities, disregarding other disabilities or special needs, like patient students, despite the Specialized Educational Service (SES). We found that Hospital Pedagogy as a legitimate proposal of education guarantee for all. In case of patient students, it is supported by many studious of the theme and widespread in other locations, but not yet incorporated, in fact, the actions of school educational authorities in Goiânia.