A (re)construção dos saberes docentes do pedagogo hospitalar
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2021
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Esta tese de doutoramento em educação, vinculada à linha formação de professores, buscou
compreender a (re)construção dos saberes dos pedagogos hospitalares. No campo teórico,
por meio de leituras e reflexões, os autores foram levados a dialogarem com a questão de
partida proposta: como decorre o processo de (re)construção dos saberes dos pedagogos
para trabalharem com crianças e adolescentes em contexto hospitalar? O lócus do estudo
foi uma ala pediátrica de um hospital público do estado de Sergipe, Brasil. Para alcançarmos
os objetivos do estudo, realizamos uma pesquisa de caráter qualitativo, caracterizada como
um estudo de caso. Os sujeitos participantes foram sete (7) pedagogas. A recolha de dados
ocorreu através de uma entrevista semiestruturada e de uma observação participante, e
posteriormente, analisados através da Análise de Conteúdo de Bardin. Os resultados obtidos
indicam que os saberes docentes das pedagogas participantes no estudo são de origem e
natureza diversas, porém, ressaltamos que esses resultados também indicam algumas
lacunas no processo de (re)construção dos saberes docentes para atuar em ambiente
hospitalar. Face aos resultados do estudo, perspectivamos algumas recomendações para o
fortalecimento e construção dos saberes docentes dos profissionais de pedagogia.
This doctoral thesis in education, linked to the teacher training line, sought to understand the (re)construction of the knowledge of hospital pedagogues. In the theoretical field, through readings and reflections, the authors were led to dialogue with the proposed starting question: how does the process of (re)construction of the knowledge of pedagogues to work with children and adolescents in a hospital context? The locus of the study was a public hospital pediatric ward in Sergipe, Brazil. To achieve the study objectives, we conducted qualitative research, characterized as a case study. The participants were seven (7) pedagogues. Data collection occurred through an semi-structured interview and participant observation, and later analyzed through Bardin's Content Analysis. The results obtained indicate that the teaching knowledge of the pedagogues participating in the study are of different origin and nature; however, we emphasize that these results also indicate some gaps in the (re)construction of teaching knowledge to act in a hospital environment. In view of the results of the study, we have some recommendations for strengthening and building the teaching knowledge of pedagogy professionals.
This doctoral thesis in education, linked to the teacher training line, sought to understand the (re)construction of the knowledge of hospital pedagogues. In the theoretical field, through readings and reflections, the authors were led to dialogue with the proposed starting question: how does the process of (re)construction of the knowledge of pedagogues to work with children and adolescents in a hospital context? The locus of the study was a public hospital pediatric ward in Sergipe, Brazil. To achieve the study objectives, we conducted qualitative research, characterized as a case study. The participants were seven (7) pedagogues. Data collection occurred through an semi-structured interview and participant observation, and later analyzed through Bardin's Content Analysis. The results obtained indicate that the teaching knowledge of the pedagogues participating in the study are of different origin and nature; however, we emphasize that these results also indicate some gaps in the (re)construction of teaching knowledge to act in a hospital environment. In view of the results of the study, we have some recommendations for strengthening and building the teaching knowledge of pedagogy professionals.
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Orientação: Óscar Conceição de Sousa
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DOUTORAMENTO EM EDUCAÇÃO, EDUCAÇÃO, FORMAÇÃO, PENSAMENTO EDUCATIVO, ENSINO, EDUCATION, TRAINING, EDUCATIONAL THOUGHT, TEACHING