A atuação do pedagogo na biblioteca itinerante do Hospital Universitário Júlio Bandeira em Cajazeiras PB.

Abstract

The object of study of this research is the practice of reading in the hospital context. This course conclusion work was guided by the following question: how can the pedagogical work developed by reading from the traveling library at HUJB contribute to the development of hospitalized children and adolescents? This research had as general objective to investigate the contributions of the reading to the hospitalized child. The research was based on the actions developed through the traveling library of the Júlio Bandeira University Hospital (HUJB), in Cajazeiras PB, through the University Extension Project entitled "Teaching- service integration in the humanization of care for hospitalized children and adolescents." The specific objectives were: to reflect on the possibilities of cognitive development of the child who is in the process of hospitalization; identify educational practices that may be developed from the traveling library; know the specificities of the pedagogical work in the hospital context. As for the methodological course, this was started by means of a bibliographical survey, and the next stage occurred through a case study in the university hospital. The subjects participating in this research were some of the children attended at the HUJB (during the duration of the Extension Project in the years 2016 and 2017). The approach was qualitative. Regarding the results, this research showed that reading as a pedagogical practice in the hospital context provided children with contributions to their cognitive development. The three levels of reading were intentionally explored (literal, interpretive and critical), so children had the opportunity to listen, to speak, to question; handle books, pictures, objects and posters. And so, it was possible to develop multiple abilities in the children that were there, such as: attention, concentration, memory, orality, visual perception, auditory perception, disinhibition, enrichment of vocabulary, etc. In this way, it is possible to ensure that the act of reading, carried out in the hospital context, through the mediation of the pedagogue, contributed to the development of skills, such as: analyzing, reflecting, imagining, creating, interpreting and understanding.