Pedagogia hospitalar: o lúcido como um constructo da psicomotricidade.

Abstract

The text presents a study of the perception about the contribution of the playful one in the construct of the psychomotricity, in the process of humanization and recovery of hospitalized children in the Universitário Hospital Júlio Bandeira and the role of the Pedagogue. We note that hospitalized children tend to become restless, stressed, and violent. In this way we seek to understand the reality of hospitalized children, the value of psychomotricity combined with play activities and the role of the Pedagogue in the process of humanization and recovery of these subjects. Therefore,, we sought to discuss the reality of the hospitalized child and the value of psychomotricity from the data collected in the extension project Teaching-service integration in the humanizing of hospitalized adolescent children coming from the Pedagogy course of the Education Unit of the Professors Training Center of of the University Federal of Campina Grande; To recognize the practice of the Pedagogue in hospital units, as well as to map the types of Pedagogical knowledge about psychomotricity. So, our problem is in knowing how the work of the Pedagogue in Hospital Units happens? What is the contribution of the ludic to the development of psychomotricity? And what is the value of psychomotricity combined with play activities? We start from the assumption that the relation (I, things and the other) is significant for the psychic-affective-motor formation of the child. In this sense, we understand that the in-depth study on psychomotricity is relevant to understand the importance of manipulation and experience of the child with the playful, which is essential for the act of humanization and recovery. The study will be based on the qualitative approach and the field research was carried out from the observation during the execution of the extension project Teaching-service integration in the humanization of care for hospitalized children and adolescents coming from the Pedagogy course of the Education Unit of the Center for Teacher training at the Federal University of Campina Grande. The contribution to the discussions will favor rethinking practices that value psychomotricity and humanization in hospitals. Thus, the writing of this work seeks to socialize information to undergraduate students of Pedagogy, and others interested in the subject matter.