SOBRINHO FILHO, Antonio Rodrigues.
Resumen:
The present research presents Hospital Pedagogy as a teaching component, in the scope of Special Education that seeks legally to ensure hospitalized children and adolescents the continuity of studies enabling reintegration into the school environment and society. The general objective of this work is to analyze the role of the pedagogue in the process of humanization in the hospital environment, together with children and adolescents in the hospital class Sullivan Medeiros in the Seridó hospital in Caicó RN. The specific objectives are to make a brief retrospective of the process of insertion of the pedagogue in hospital environments, to identify the legal and ethical aspects of the work of the pedagogue in non-school environments focusing on the hospital environment, characterize the profile of the Pedagogy professional in the hospital area and specify Practices carried out by the pedagogue in the Sullivan Medeiros hospital class, when it occurred? And why its insertion in non-school environments? This research was carried out in two stages, namely: a bibliographical survey with theoretical support in the authors Assis (2009), Matos (2007), Veigas (2007), Muggiati (2007), Libanêo (2000), Lerch (1993), Oliveira 2002), study of Educational Documents in addition to consulting the legislation that deals with Hospital Pedagogy, in force in Brazil. The second stage was an exploratory field survey, which took place from December 7 to 9, 2016. The instruments of data collection were observation and semi-structured interviews. The subjects of the research were: a pedagogue who works in a hospital class, a pediatric nurse and the mother of a sick person. The results showed that Pedagogo Hospitalar is contributing with the family and with all the health team for the full recovery of the hospitalized student. Helping both in improving their self-esteem and in recovering from illness and in the continuity of school activities. The data recorded here show that humanization and affectivity are fundamental to hospital pedagogical practice.
