Formação de professores pedagogos para atuarem em ambientes não escolares em especial nas classes hospitalares : uma análise dos cursos de pedagogia oferecidos por universidades em Goiânia

Abstract

This thesis refers to research on the training of pedagogue teachers to work in non-school environments, especially in hospital classes in pedagogy courses offered at universities in Goiânia. Our research object was the training of pedagogue teachers to work in non-school environments - hospital, with pedagogical assistance in hospital classes and at home to students in special health conditions, as a proposal for educational inclusion. The general objective of the thesis is to analyze the curricular matrices and the Programs of the Pedagogy courses of the Faculties of Education of the Federal University of Goiás (UFG), of the Pontifical Catholic University of Goiás (PUC Goiás), and of the Alves Faria University Center (UNIALFA) from Goiania. To meet and contextualize this objective, online research was adopted to learn about the curricula of federal universities and national PUCs. A literature review was carried out, prioritizing library systems with a repository of articles, theses and dissertations in the public domain related to the object, choosing as descriptors: hospital pedagogy, educational policies and hospital pedagogy, hospital curriculum and pedagogy and pedagogy and pedagogy course hospital. We sought to verify the curricula that met the principles for the pedagogue to work in a hospital environment, in hospital and home classes. To this end, an analysis was carried out of the curricular matrices of the pedagogy courses of Faculties of Education of Federal Higher Education Institutions (IES) and national PUCs, to identify curricular components that deal with Hospital Pedagogy or Inclusive Education, and/ present possibilities for this offer. Having systematized the data obtained, it focused on the analysis of the matrices and menus of the curricular components of Pedagogy at UFG, PUC Goiás and UNIALFA, to identify data that would encourage the selection of the categories of analysis. With this intention, and instrumentalized by historical-dialectical materialism, dialogues and reflections were carried out with support from authors who study about curriculum, educational and health policies, training of pedagogue’s teachers and Hospital Class. The education given to students in special health situations is different from that offered to those in special health situations. So, it is a specific school education. There are plenty of legislation and proposals in favor of educational inclusion as a right for all and teacher training as a preponderant factor in the school education of disabled students, including those with special health conditions, and they corroborate the ideas of the authors who contributed to the construction of the theoretical framework of this thesis. The research showed that the training of teachers to work in the educational inclusion of students in special health conditions is still poorly offered. Despite identifying the presence of subjects that qualify for Hospital Educational Assistance, it was found that it is not yet part of the curricular matrices of the Pedagogy courses at UFG, PUC Goiás and UNIALFA in Goiânia. Finally, the research addresses the challenge of continuing to investigate the policies for training pedagogues to work in hospital classes as part of a broader context in the Brazilian educational system