Formação, saberes e trabalho docente: reflexões sobre as práticas pedagógicas no atendimento educacional hospitalar e domiciliar no RN
Hospital and Home Educational Service (HHES), also known as Hospital or Home Class, is a service specially designed to assist children and teenagers, offering education to those who are hospitalized or that cannot continue studying in regular schools due to medical or special conditions. Public p...
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Saberes docentes Atendimento educacional hospitalar e domiciliar Formação continuada Educação especial CNPQ::CIENCIAS HUMANAS::EDUCACAO |
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Saberes docentes Atendimento educacional hospitalar e domiciliar Formação continuada Educação especial CNPQ::CIENCIAS HUMANAS::EDUCACAO Nascimento, Gabriella Pereira do Formação, saberes e trabalho docente: reflexões sobre as práticas pedagógicas no atendimento educacional hospitalar e domiciliar no RN |
| description |
Hospital and Home Educational Service (HHES), also known as Hospital or Home Class, is a
service specially designed to assist children and teenagers, offering education to those who are
hospitalized or that cannot continue studying in regular schools due to medical or special
conditions. Public policies related to Special Education legitimize the pedagogic praxis in
Brazilian hospitals all over the country. However, the absence of specific guidelines related to
this context results in the rise of many different approaches that could were studied in the
present work. In addition, it is worth mentioning that licentiate courses do not usually approach
and neither support the special needs and information required for the HHES teachers’ praxis.
In this context, the absence of guidelines for the validation of the ongoing pedagogic praxis has
teachers actively looking for continued education in order to validate their approaches and
methodologies, therefore resulting in a praxis which often becomes the main reference for
administrative organization, besides pedagogic and curriculum design in Hospital and Home
Educational Service. Following all these assertions, the present research aims to analyze how
the production of knowledge becomes a model of reference to School Administration and
pedagogic praxis in HHES that are ongoing in the Brazilian state of Rio Grande do Norte. The
study was developed in an education-based Master’s program, and it aimed to research the
development of educational products and processes to be implemented in real teaching contexts.
For this objective, a continuous teaching training program was made available, produced by the
pedagogical staff members of AEHD/RN, whose themes were based upon teaching practices
and knowledge, and curriculum. The program was implemented at an in service training course
space, and brought together social institutions such as Secretaria da Educação do Estado do Rio
Grande do Norte (SEEC), Secretaria Municipal de Educação (SME/Natal), and Programa de
Formação Continuada do Centro de Educação (PROFOCO/UFRN). In this context, teachers
were invited by the pedagogic staff associated with the program, resulting in a group of 20
teachers and 2 pedagogic advisors, a group from which 14 teachers consented to the research,
thus providing data for the present research to take place. In face of the COVID-19 pandemics,
digital solutions were optimal for learning and communication, and they were not only
necessary but highly demand during the development of the study. The data was collected from
questionnaires, group interviews, and multimedia sources. The methodology used for the study
is based on a qualitative and interventive approach, guided by the process of the study, and
content analysis was the means used to investigate the subjects. From the floating reading of
the selected material, we inferred two categories of analysis (1. Profession and teaching identity
in AEHD; 2. Relationship of teachers with their knowledge), grouping and classifying them,
we consolidated the structuring of a categorical framework, north of the discussions and
theoretical relations carried out from the constructs of the teachers and that are unveiled
throughout the analysis. The present research aimed at supporting and promoting group
discussions based on peer didactic expertise related to AEHD through the Teacher Training
program, thus validating and giving new meanings to this knowledge. Therefore, in this
perspective and in this context, professional praxis is promoted individual and collectively. |
| author2 |
Araújo, Jacyene Melo de Oliveira |
| author_facet |
Araújo, Jacyene Melo de Oliveira Nascimento, Gabriella Pereira do |
| format |
masterThesis |
| author |
Nascimento, Gabriella Pereira do |
| author_sort |
Nascimento, Gabriella Pereira do |
| title |
Formação, saberes e trabalho docente: reflexões sobre as práticas pedagógicas no atendimento educacional hospitalar e domiciliar no RN |
| title_short |
Formação, saberes e trabalho docente: reflexões sobre as práticas pedagógicas no atendimento educacional hospitalar e domiciliar no RN |
| title_full |
Formação, saberes e trabalho docente: reflexões sobre as práticas pedagógicas no atendimento educacional hospitalar e domiciliar no RN |
| title_fullStr |
Formação, saberes e trabalho docente: reflexões sobre as práticas pedagógicas no atendimento educacional hospitalar e domiciliar no RN |
| title_full_unstemmed |
Formação, saberes e trabalho docente: reflexões sobre as práticas pedagógicas no atendimento educacional hospitalar e domiciliar no RN |
| title_sort |
formação, saberes e trabalho docente: reflexões sobre as práticas pedagógicas no atendimento educacional hospitalar e domiciliar no rn |
| publisher |
Universidade Federal do Rio Grande do Norte |
| publishDate |
2023 |
| url |
https://repositorio.ufrn.br/handle/123456789/52179 |
| work_keys_str_mv |
AT nascimentogabriellapereirado formacaosaberesetrabalhodocentereflexoessobreaspraticaspedagogicasnoatendimentoeducacionalhospitalaredomiciliarnorn |
| _version_ |
1773963803108573184 |
| spelling |
ri-123456789-521792023-04-17T20:18:33Z Formação, saberes e trabalho docente: reflexões sobre as práticas pedagógicas no atendimento educacional hospitalar e domiciliar no RN Nascimento, Gabriella Pereira do Araújo, Jacyene Melo de Oliveira http://lattes.cnpq.br/1797196833330684 http://lattes.cnpq.br/7383148053596046 Gonçalves, Adriana Garcia Cenci, Adriane Fonseca, Gessica Fabiely http://lattes.cnpq.br/2836927327702138 Saberes docentes Atendimento educacional hospitalar e domiciliar Formação continuada Educação especial CNPQ::CIENCIAS HUMANAS::EDUCACAO Hospital and Home Educational Service (HHES), also known as Hospital or Home Class, is a service specially designed to assist children and teenagers, offering education to those who are hospitalized or that cannot continue studying in regular schools due to medical or special conditions. Public policies related to Special Education legitimize the pedagogic praxis in Brazilian hospitals all over the country. However, the absence of specific guidelines related to this context results in the rise of many different approaches that could were studied in the present work. In addition, it is worth mentioning that licentiate courses do not usually approach and neither support the special needs and information required for the HHES teachers’ praxis. In this context, the absence of guidelines for the validation of the ongoing pedagogic praxis has teachers actively looking for continued education in order to validate their approaches and methodologies, therefore resulting in a praxis which often becomes the main reference for administrative organization, besides pedagogic and curriculum design in Hospital and Home Educational Service. Following all these assertions, the present research aims to analyze how the production of knowledge becomes a model of reference to School Administration and pedagogic praxis in HHES that are ongoing in the Brazilian state of Rio Grande do Norte. The study was developed in an education-based Master’s program, and it aimed to research the development of educational products and processes to be implemented in real teaching contexts. For this objective, a continuous teaching training program was made available, produced by the pedagogical staff members of AEHD/RN, whose themes were based upon teaching practices and knowledge, and curriculum. The program was implemented at an in service training course space, and brought together social institutions such as Secretaria da Educação do Estado do Rio Grande do Norte (SEEC), Secretaria Municipal de Educação (SME/Natal), and Programa de Formação Continuada do Centro de Educação (PROFOCO/UFRN). In this context, teachers were invited by the pedagogic staff associated with the program, resulting in a group of 20 teachers and 2 pedagogic advisors, a group from which 14 teachers consented to the research, thus providing data for the present research to take place. In face of the COVID-19 pandemics, digital solutions were optimal for learning and communication, and they were not only necessary but highly demand during the development of the study. The data was collected from questionnaires, group interviews, and multimedia sources. The methodology used for the study is based on a qualitative and interventive approach, guided by the process of the study, and content analysis was the means used to investigate the subjects. From the floating reading of the selected material, we inferred two categories of analysis (1. Profession and teaching identity in AEHD; 2. Relationship of teachers with their knowledge), grouping and classifying them, we consolidated the structuring of a categorical framework, north of the discussions and theoretical relations carried out from the constructs of the teachers and that are unveiled throughout the analysis. The present research aimed at supporting and promoting group discussions based on peer didactic expertise related to AEHD through the Teacher Training program, thus validating and giving new meanings to this knowledge. Therefore, in this perspective and in this context, professional praxis is promoted individual and collectively. O Atendimento Educacional Hospitalar e Domiciliar (AEHD configura-se em um serviço que possui uma forma alternativa de organização e oferta de ensino, estabelecida para assegurar o acesso e continuidade do processo de escolarização de crianças e adolescentes, mesmo em face ao adoecimento e tratamento médico hospitalar. As políticas públicas que versam sobre a Educação Especial legitimam o fazer pedagógico em ambiência hospitalar no Brasil. Contudo, a ausência de diretrizes específicas para a práxis docente neste contexto, reflete na diversidade de intencionalidades e práticas pedagógicas. Além disto, também se evidencia que os cursos de licenciatura pouco contemplam as especificidades da atuação docente nesta vertente da educação. Neste ínterim, observa-se que o convívio com a ausência de referentes, leva aos professores a uma busca ativa por uma formação continuada que fundamente e valide as suas práticas. Estas, por sua vez, também se transformam em referências de organização administrativa, pedagógica e curricular no AEHD. A partir destas colocações, objetivou-se neste estudo, analisar os saberes docentes têm referenciado as práticas pedagógicas executadas no AEHD no estado do Rio Grande do Norte por meio da elaboração e aplicação de um curso de formação continuada de professores em serviço. Em parceria com a Secretaria de Educação do Estado do Rio Grande do Norte (SEEC), com a Secretaria Municipal de Educação (SME/ Natal) e com o Programa de Formação Continuada do Centro de Educação (PROFOCO/ UFRN), desenvolveu-se o curso com professores e membros da equipe pedagógica em exercício no AEHD/RN, cujo eixo temático centrou-se nos saberes docentes e currículo. Neste contexto, o convite foi direcionado e a participação foi assegurada aos professores e assessores pedagógicos, vinculados aos órgãos supracitados, sendo facultativa a anuência para coleta de dados. Participaram ativamente do curso 20 professoras e duas assessoras pedagógicas, sendo 14 anuentes à pesquisa, o que nos permitiu coletar os dados necessários para fins deste estudo. Diante do cenário de saúde mundial e os efeitos sociais e econômicos ocasionados pela pandemia de Covid-19, as ações desta pesquisa ocorreram no formato de interação remota, com uso das tecnologias para comunicação e aprendizagem. Para coleta dos dados foram utilizados instrumentos como questionários, entrevistas coletivas e gravação de vídeo e áudios produzidos como registros dos encontros virtuais. Metodologicamente apoiamo-nos em uma abordagem qualitativa, de natureza participativa, orientada pela pesquisa-ação. A partir da leitura flutuante do material selecionado, inferimos duas categorias de análise (1. Profissão e identidade docente no AEHD; 2. Relação das professoras com os seus saberes), agrupando-as e classificando-as, consolidamos a estruturação de um quadro categorial, norte das discussões e relações teóricas realizadas a partir dos constructos dos professores e que se desvelam ao longo da análise. A técnica de análise de conteúdos foi escolhida como método para a investigação dos dados reunidos. Almejou-se com este estudo oportunizar e fomentar por meio do curso de formação de professores, espaços para a reflexão e discussão coletiva fundamentadas nos saberes docentes e práticas pedagógicas evidenciadas no AEHD, validando e ressignificando estes, numa perspectiva de impulsionar, isolada e coletivamente, a ação profissional neste contexto. 2023-04-17T20:17:53Z 2023-04-17T20:17:53Z 2022-12-22 masterThesis NASCIMENTO, Gabriella Pereira do. Formação, saberes e trabalho docente: reflexões sobre as práticas pedagógicas no atendimento educacional hospitalar e domiciliar no RN. Orientador: Jacyene Melo de Oliveira Araújo. 2022. 152f. Dissertação (Mestrado Profissional em Educação Especial) - Centro de Educação, Universidade Federal do Rio Grande do Norte, Natal, 2022. https://repositorio.ufrn.br/handle/123456789/52179 pt_BR Acesso Aberto application/pdf Universidade Federal do Rio Grande do Norte Brasil UFRN PROGRAMA DE PÓS-GRADUAÇÃO EM EDUCAÇÃO ESPECIAL |